Abstract:

In the light of previously conducted studies regarding English as Second Language (ESL) learning, it is assumed that female language learners usually achieve higher grades than that of the male language learners. Keeping this assumption in consideration, the present study aimed at addressing the need of motivational factor required by the ESL learners keeping their genders in mind. From this perspective, this study examined if gender difference played any role to increase the motivational level of ESL learners in their improved performance. From this perspective, 44 assignments and 59 final reports submitted by business management students enrolled in different semesters were analysed to understand the performance of students based on their different genders. Through quantitative analysis of the results received from the ETS report, the study reached to its findings that there is not a statistically significant difference between the two different genders of business students on their performance regarding the production of scholarly text in the English language. Furthermore, this study also explored that there is not a statistically significant difference between the two different levels of business students (BBA and MBA, when distinguished by their different genders) on their performance regarding the production of scholarly text in the English language. In the light of the findings, this study recommended a 4-step criterion to measure the adequacy of academic writing of business students keeping their different genders aside that play no role in the performance of business students.

Keywords:

Business Students, English as Second Language Learning, Gender-Oriented Performance, Production of Scholarly Text.