Gender-based Teaching Strategies to Improve the Students’ Communicative Competence: Study Case

The study is aimed to assess the relationship of Gender-Based Teaching Strategies (GBTS) and how male and female EFL understudies improve their Communicative Competence (CC). This was an experimental investigation in which a mock pre and post-test were applied to assess the CC elements as: grammatical, textual, functional, and sociolinguistic. To evaluate those elements, GTBS were applied inside the classroom such as: brainstorming, discussions, role-plays, and storytelling. The subjects of the examination were the sixth and eighth-semester students of English Language Career at Universidad Tcnica de Ambato. The study population comprised 34 students of eighth semester as the experimental group (EG) and 13 students from sixth semester as the control group (CG). Wilcoxon' signed-rank test contributed to find the relationship between GBTS and the CC. Pyramid technique was used to form three groups of female students, two groups of mixed students, and one group of male students inside the classroom. The results are that female got an improvement of 0,4 % with Brainstorming, 0,9% with Storytelling and Role-plays, and 1,1% with Discussion. Male got an improvement of 0,2% with Brainstorming and Storytelling, 0,7% with Role-plays and Discussion. Mixed got an improvement of 0,8% with Brainstorming, 0,1% with Storytelling, 1% with Role-plays, and 1,2% with Discussion.