Merrakchi, AsmaBouchene, Siham2024-10-232024-10-232024http://dspace.univ-oeb.dz:4000/handle/123456789/20217This study examines the complex interactions of giving feedback in English as a Foreign Language (EFL) classrooms, with a particular emphasis on the impact of teacher gender. Utilizing a qualitative research methodology, the study is based on the belief that gender has a major influence on molding teaching methods, communication behaviors, and classroom dynamics. By observing and audio recording classes, and using student feedback forms, the research aims to understand how male and female teachers give feedback and to explore any differences and their impact on student participation and academic success. Results show different trends, as male educators give precise, thorough comments whereas female educators use a caring, individualized method. Moreover, even though male and female teachers both promote collaborative learning settings, female educators tend to use peer feedback activities less often. Students have different opinions on how effective feedback is but tend to rate female teachers slightly higher. These results highlight the significance of using feedback approaches that consider gender to create inclusive and collaborative learning environments in EFL education, providing valuable insights for improving teacher training and instructional practices.enOther