THE IMPACT OF GENDER-INCLUSIVE LANGUAGE ON EFL LEARNERS' COMPREHENSION: A STUDY ON SINGULAR "THEY" AND INDEFINITE PRONOUNS

Abstract

This study explores the impact of gender-inclusive language reforms on English as a Foreign Language (EFL) learners' understanding and clarity. The research focuses on the effects of singular "they" and gender-neutral pronouns on learners' ability to grasp standard English grammar, an area that has garnered significant attention in recent years. A structured questionnaire was administered to a group of EFL learners to capture their perspectives on the about inclusivity and maintaining grammatical stability. The findings indicate that while language evolution is crucial for eliminating gender bias and promoting social justice, changes that compromise grammatical clarity can lead to ambiguity and hinder EFL learners' language acquisition. The study reveals that learners value linguistic precision and clarity, and that overly complex or ambiguous language structures can impede their progress. This research contributes to the ongoing prescriptive-descriptive debate, highlighting the need for a balanced approach to language reform that prioritizes both inclusivity and linguistic precision. The study's insights have implications for language teaching, learning, and policy-making, emphasizing the importance of considering the needs of diverse learners in language reform initiatives. By examining the intersection of language, inclusivity, and clarity, this study provides a nuanced understanding of the complex issues surrounding gender-inclusive language reforms.