This study was carried out to see if there were gender differences in ve rbalrnparticipation in Engli sh as Foreign Language classroom group discussions atrnAdama Teachers Training College. For the study students whose four semestersrncumulative grade point average (CGPA) in Engli sh courses was 2.00-2.50 werernidentitied from the total five sections of Language Stream students, and from themrn36 (27 females and 9 males) were randomly selected. Then they were divided in tornthree same-sex groups of lema Ie students and three mixed-sex groups. The datarnwas gathered by video recording the group discussions and by interviewing somernof the male students and female students in the sample population . The recordingrnwas made two times in the course of two double on-off periods and, on average.rnaile group was video taped for half an hour. The recording was tran sc ribed andrnVan Lier's ( 1988) modified model was used to describe the transcribed data.rnThe overall results reveal that the amount of verbal participation of femalernstudents in mixed-sex group discussions was less as compared to the amount orrnverbal participation of their male counter parts. The results also showed thatrnfemale students in the mixed-sex groups took less initiative to interact in the grouprnthan their male counter parts. The female students did less in areas of topic work,rnsel f-se lection, allocation, and sequencing of discourse. Besides although eachrngroup was given four chances to choose volunteer group leader and change roles.rnnone of the female students in the mixed-sex groups shouldered the responsibilityrnof leading groups, and the overa ll direction of the discourse was controlled byrntheir male counter parts. The interview results support these findin gs in that 100%rnof the male respondents anc! 80% of the female respondents said they believe thaIrngirls are less active participants in group di scuss ions than boys are. As a result.rnII!rn80% of the male respondents said that they prefer working in mixed-sex groups tornsingle-sex groups in order to 'assist' or encourage the female students ('theirrns iste rs' . to quote their words). And 80% of the female respondents on their partrnsaid they prefer working in mixed-sex groups to single-sex groups because theyrnhad trust in the answers the male students give .. gn the other hand, resu lts indicaternthat female students interact with better confidence in their same-sex groups thanrnthey do in the mixed-sex groups. Girls in their same-sex groups did better in thernamount of participation in group di scussions, and in the control of the overallrndirection of the group interaction. They also shouldered the responsibility of grouprnleader in their same-sex group discussions. The findings, therefore, estab li shrngender differences in group discuss ions in Engl ish as Foreign language class roomrngroup discussions.