Gender Differences in Writing Proficiency among Indigenous Students of Udayapur District, Nepal

Abstract

Writing proficiency is a critical academic skill in English as a Foreign Language (EFL) contexts, particularly in countries like Nepal where written English strongly influences educational and career opportunities. Despite its importance, limited research has explored gender differences in writing achievement among indigenous learners in rural Nepal. This study investigates English writing proficiency among secondary-level students in Udayapur District, focusing on gender-based differences. Using a quantitative descriptive–comparative design, data were collected from indigenous Grade 10 students in two community schools through a standardized writing test assessed with an analytic rubric. Descriptive statistics and a chi-square test were employed to examine proficiency distribution across gender. The findings indicate a statistically significant gender gap, with female students more likely to achieve higher proficiency levels while male students are disproportionately represented in lower bands. The study highlights the intersection of gender, socio cultural factors, and educational inequality, and recommends gender responsive pedagogy and targeted writing interventions to improve literacy outcomes in marginalized contexts.