Impact of Gender in EFL Classroom Interaction: A Study at Public Universities of Bangladesh

The intersection of gender and language in classroom communication has long been a subject of scholarly interest. This study explores how gender dynamics influence teacher–student interactions in English as a Foreign Language (EFL) classrooms within public universities in Bangladesh. Grounded in sociolinguistic and educational discourse theories, the research investigates whether gender-based factors affect teaching practices, student participation, and overall classroom engagement in the Bangladeshi higher education context. Employing a mixed-methods approach, both quantitative survey data and qualitative interviews will be collected from EFL teachers and students to examine perceptions, attitudes, and experiences related to gender in classroom interactions. The study aims to uncover potential patterns of gendered communication, power relations, and the cultural norms that shape them. It is anticipated that the findings will contribute to a deeper understanding of gender-sensitive pedagogical practices and support the development of more inclusive and equitable learning environments in university-level English language education.

• Supervision