Gender influences on learners willingness to communicate in English using computer mediated communication tool

The aim of this study was to find out the impact of gender and Computer Mediated Communication (CMC) tools on students' willingness to communicate (WTC) in English. A quantitative research design was employed, combining survey and non-equivalent quasi-experimental methods. In the first phase, a questionnaire was used to collect data from 224 Form Four students. The second phase involved a non-equivalent quasi-experimental approach. The data were analyzed using the non-parametric Mann-Whitney U-test to examine significant gender-based differences in WTC. Participants were selected through non-random sampling. The Mann-Whitney U-test revealed a significant gender difference in WTC (U = 5171.5, p = 0.03), with females exhibiting higher WTC. The quasi-experimental findings indicated that students who used CMC tools showed significantly higher WTC compared to those in traditional classroom settings (U = 605, p = 0.01). Notably, while CMC tools enhanced WTC, gender differences in WTC remained consistent across both CMC and non-CMC contexts. This suggests that although CMC tools can boost students' WTC, gender continues to play a significant role in influencing communication behaviors. Understanding these gender differences is crucial for educators to design targeted strategies that address the unique needs of male and female students, ultimately fostering their English communication skills. This study emphasizes the potential to improve WTC among Malaysian students by developing gender-responsive approaches, thereby promoting more equitable language acquisition for both genders.