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Psychology
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Advice
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Educational Science
Role of Gender in Predicting High School Students’ Motivation in Learning a Second Language
Volume 1, Issue 1, 2019, Pages 29 - 41
1 English Department, Vali-e-Asr University of Rafsanjan, Rafsanjan, Iran
2 Department of English Language and Literature, University of Tehran, Tehran, Iran Ali.khodi@ut.ac.ir
Abstract :
Teachers and researchers referred to motivation as a salient factor that influence the rate and success of second language learning. Considering the association between gender and motivation is one of the most important issues for teaching and learning a second language. The current research examined the relationship between gender and students’ motivation. For this purpose, 375 high school students were asked to complete Language Learning Orientations Scale – Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales (LLOS – IEA). Using t-tests among variables, the results revealed significant relationships between the subscales of the LLOS – IEA and students’ gender. Specifically, all subscales of motivation except External Regulation had a significant difference in mean scores. Identified Regulation, Intrinsic Motivation – Accomplishment, Intrinsic Motivation–Knowledge, Intrinsic Motivation–Stimulation in female students were more than male students and Amotivation in male students was more than female students. These results can be interpreted within the context of how teachers behave to enhance students’ motivation in learning a second language based upon their gender..
Teachers and researchers referred to motivation as a salient factor that influence the rate and success of second language learning. Considering the association between gender and motivation is one of the most important issues for teaching and learning a second language. The current research examined the relationship between gender and students’ motivation. For this purpose, 375 high school students were asked to complete Language Learning Orientations Scale – Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales (LLOS – IEA). Using t-tests among variables, the results revealed significant relationships between the subscales of the LLOS – IEA and students’ gender. Specifically, all subscales of motivation except External Regulation had a significant difference in mean scores. Identified Regulation, Intrinsic Motivation – Accomplishment, Intrinsic Motivation–Knowledge, Intrinsic Motivation–Stimulation in female students were more than male students and Amotivation in male students was more than female students. These results can be interpreted within the context of how teachers behave to enhance students’ motivation in learning a second language based upon their gender..
Keywords :
Motivation, Gender, Second Language Learning
Motivation, Gender, Second Language Learning
