Using Bandura’s (1986) social cognitive theory as a theoretical framework, this study explores the relationships between gender stereotypes and language learning experiences, particularly in the context of learning English as a foreign language (EFL). It aims to provide a better understanding of the role of gender stereotypes in the language learning process focusing on how they both influence and are influenced by various behavioral, personal, and environmental processes. To achieve this, a qualitative study based on in-depth semi-structured interviews was conducted with a total of 32 participants, including 17 teachers and 15 learners from six different universities in Turkey. Results revealed that both EFL teacher and learner participants were aware of certain gender stereotypes in language learning. These stereotypes were found to create diverse and distinct learning experiences for female and male learners, influenced by behavioral (i.e., perseverance, sense of responsibility), personal (i.e., attributions, emotions), and environmental (i.e., significant others’ expectations) processes. The study further highlighted the deep-rooted and differential influence of societal norms and cultural expectations on female and male learners’ experiences. These findings emphasize the importance of understanding and addressing gender stereotypes in language education to promote an inclusive and equitable learning environment and support learners’ engagement and success, regardless of their gender.

中文翻译：

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从社会认知理论的角度理解外语学习背景下的性别刻板印象

本研究以班杜拉（Bandura，1986）的社会认知理论为理论框架，探讨了性别刻板印象与语言学习经历之间的关系，特别是在学习英语作为外语（EFL）的背景下。它旨在更好地理解性别刻板印象在语言学习过程中的作用，重点关注它们如何影响各种行为、个人和环境过程以及如何受各种行为、个人和环境过程的影响。为了实现这一目标，我们对总共 32 名参与者进行了一项基于深入半结构化访谈的定性研究，其中包括来自土耳其六所不同大学的 17 名教师和 15 名学生。结果显示，英语教师和学习者参与者都意识到语言学习中的某些性别刻板印象。人们发现这些刻板印象为女性和男性学习者创造了多样化和独特的学习体验，并受到行为（即毅力、责任感）、个人（即归因、情感）和环境（即重要他人的期望）过程的影响。该研究进一步强调了社会规范和文化期望对女性和男性学习者经历的根深蒂固和差异性影响。这些发现强调了理解和解决语言教育中的性别陈规定型观念的重要性，以促进包容和公平的学习环境，并支持学习者的参与和成功，无论其性别如何。