FEMINIST PEDAGOGY AS A TRANSFORMATIVE FRAMEWORK IN BOYS' ESL CLASSROOMS: EVIDENCE FROM MIXED-METHOD EXPERIMENTAL STUDY IN PAKISTAN

Abstract

Despite extensive research on feminist pedagogy (FP) in coeducational and female centered settings, its application within all male secondary English classrooms remains largely unexplored particularly in non Western, culturally conservative contexts. This study addresses that gap by investigating the impact of FP informed instruction on English language learning outcomes for male secondary school students in Pakistan. Using a mixed methods experimental design, students were assigned to an experimental group receiving feminist pedagogy informed instruction and a control group receiving conventional instruction over a ten-week period. Performance across five language skills grammar, vocabulary, reading, writing, and speaking was measured through pre- and post-tests. A post-treatment questionnaire captured student perceptions of classroom climate, participation, and self-assessed skill development, while semi-structured interviews with school principals provided institutional perspectives on the feasibility and challenges of FP implementation. Findings reveal that the experimental group achieved substantially higher gains than the control group across all five skill domains, with the largest improvements observed in reading and vocabulary. Students reported positive perceptions of classroom safety, equitable participation, and respect. Principals confirmed FP's practical promise while identifying structural constraints including examination pressure, rigid syllabi, and limited teacher training. The study demonstrates that FP, when contextually adapted, constitutes a pedagogically effective and socially transformative framework for male English language learners and extends feminist pedagogical theory into an under-researched demographic.