102856 - فرمت بندی پروپوزال

سلام روز بخیر توضیحات : طبق ویس Adolescents learning English as a foreign language often struggle with speaking, not only because of linguistic challenges but also because of psychological and social ones. This proposal focuses on one important classroom factor: gender composition. In Iran, students are usually educated in single-gender environments, but private institutes sometimes create mixed-gender classrooms. This setting offers an opportunity to explore how learners feel and behave when boys and girls study English together compared to when they are separated.   The study will follow a quasi-experimental design with three groups of learners: a girls-only class, a boys-only class, and a mixed-gender class. Each group will consist of 20 students aged 13–16, making 60 participants in total. Data will come from questionnaires, interviews, and classroom observations. The focus is on four key variables: motivation, foreign language anxiety, embarrassment, and confidence.   The research will show whether mixed-gender classes help learners feel more motivated and confident, or whether they increase anxiety and embarrassment. The findings will contribute to both teaching practice and research in adolescent EFL learning.