International Journal of Applied Linguistics & English Literature ISSN 2200-3592 (Print), ISSN 2200-3452 (Online) Vol. 1 No. 4; September 2012 Page | 230 This paper is licensed under a Creative Commons Attribution 3.0 License. The Influence of Gender on Omani College Students’ English Language Learning Strategies, Comprehension and Motivation Azhaar Ambu Saidi Sultan Qaboos University Rahma Al-Mahrooqi (corresponding author) Sultan Qaboos University E-mail: ralmahrooqi@gmail.com Received: 08-06- 2012 Accepted: 10-08- 2012 Published: 01-09- 2012 doi:10.7575/ijalel.v.1n.4p.230 URL: http://dx.doi.org/10.7575/ijalel.v.1n.4p.230 Abstract Gender’s influence on education, especially on foreign language learning, cannot be denied. The current study investigates the effect of gender on English language learning among Omani higher education students. The results indicate that there are differences between males and females with regard to language learning strategies, language comprehension and language learning motivation. Additionally, a relatively large group of participants indicated that gender differences in English language learning cannot be attributed to social and cultural reasons as Omani society provides equal opportunities for both genders to learn English. Most of the study’s findings are consistent with previous findings, lending further support to the idea that there are differences between males and females in language learning. Keywords: Gender, learning strategies, comprehension, motivation 1. Introduction Why do medical doctors refuse to give a prescription to any patient unless they know his/her gender? Why do many companies reject CVs that do not include a person’s gender? There are good reasons for this. Gender is essential information, as many studies have shown that males and females do not have the same innate abilities. For example, on average, men have been found to be better than women in a subject like mathematics (Kaiser, 2006). But what about learning a second language? Does gender really matter here as it does in other fields? Oxford, Nyikos and Ehrman (as cited in Catalan, 2003) have indicated that "omission of sex as a variable in language learning strategy research is rather surprising, since sex is a classic and significant predictor in other educational, psychological and linguistic research" (p.56). Gender, then, is considered as one of the main factors that influence second language learning (Andreou, Vlachos & Andreou, 2005) and ignoring its effect may lead to inappropriate selection of learning environments and materials for both male and female language learners and especially in co-educational institutions. On the other hand, studying the relationship between gender and language learning helps teachers to plan a class accordingly, develop effective strategies (Aslan, 2009), and conduct appropriate in-class activities (Meece, Glienke, & Burg, 2006). The influence of gender on learning itself has been a controversial issue for many years. Many researchers have addressed this issue and it is significant, as a basic finding, that Sax (as cited in Kaiser, 2006) has stated that "the fact that each child is unique and complex should not blind us to the fact that gender is one of the two great organizing principles in child development" (p.9). Different views about why gender differences influence learning have been canvassed. Some point to biological characteristics (Ning, 2010). On the other hand, many reject this relationship, suggesting instead that social and cultural reasons cause the huge gap between men and women in many fields including language learning (Ning, 2010; Kaiser, 2006).