Assistant Professor of TEFL, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
M.A. Student in TEFL, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
The present study was an attempt to investigate the impact of gender on using reading subskills and reading comprehension skill of Iranian EFL learners. To this end, four subskills involved in the reading comprehension process were selected. Then some reading passages whose comprehension questions were believed to measure the intended subskill were chosen. Eighty-eight EFL adult upper-intermediate learners forming two groups of forty-four males and females participated in the present study. At first, they were homogenized through a Nelson test and then made to sit for a reading comprehension test. The comparison of the means of the two groups in the subskills clearly showed that, in two of the subskills, i.e. making a logical inference and understanding the mood, tone, or impression of a reading passage, males and females differed significantly with males outperforming the females in the first subskill and females outperforming the males in the second one. However, no significant differences were found in the other two sub-skills, i.e. getting the main idea of a reading passage and guessing the meaning from context.