TheaimofthisstudywastofindouttheimpactofgenderandComputerMediated Communication(CMC)toolsonstudents'willingnesstocommunicate(WTC)in English.Aquantitativeresearchdesignwasemployed,combiningsurveyandnon- equivalentquasi-experimentalmethods.Inthefirstphase,aquestionnairewasused tocollectdatafrom224FormFourstudents.Thesecondphaseinvolvedanon- equivalentquasi-experimentalapproach.Thedatawereanalyzedusingthenon- parametricMann-WhitneyU-testtoexaminesignificantgender-baseddifferencesin WTC.Participantswereselectedthroughnon-randomsampling.TheMann-Whitney U-testrevealedasignificantgenderdifferenceinWTC(U=5171.5,p=0.03),with femalesexhibitinghigherWTC.Thequasi-experimentalfindingsindicatedthat studentswhousedCMCtoolsshowedsignificantlyhigherWTCcomparedtothosein traditionalclassroomsettings(U=605,p=0.01).Notably,whileCMCtools enhancedWTC,genderdifferencesinWTCremainedconsistentacrossbothCMC andnon-CMCcontexts.ThissuggeststhatalthoughCMCtoolscanbooststudents' WTC,gendercontinuestoplayasignificant.....

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