A Critical Discourse Analysis Of Gendered Communication In English At Kohat University Of Science And Technology

Abstract

This study examines gendered communication in English at the department of English at Kohat University of Science and Technology using Norman Fairclough’s three-dimensional Critical Discourse Analysis model. Findings show that male participants frequently use direct, assertive, evaluative language and turn-taking dominance. On the other hand, female participants rely on hedging, politeness, reflective reasoning, and mediated contributions. Faculty discourse demonstrates professional awareness but still reflects underlying gendered dynamics. The study contributes to existing scholarship by providing context-specific evidence from a Pashtoon sociocultural setting. The analysis indicates that hybrid learning environments present both opportunities and challenges for female students in navigating cultural expectations. Academic and local institutional practices were also identified as factors that affect communication styles, reinforcing the visibility of dominant voices. The study emphasizes the necessity for an equitable learning environment where both genders can participate confidently and without social pressure. Overall, the research highlights the importance of incorporating gender-responsive strategies in higher education to promote balanced communicative practices.