English Language Motivation between Gender and Cultures

Harthy, Dr. Said Rashid Al

doi:10.5901/jesr.2017.v7n2p123

Cited by 11 publications

(10 citation statements)

References 10 publications

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“…However, male students have higher integrative motivation than female students. Unlike Al Harthy (2017), he found that female students expressed higher integrative motivation than males.…”

Section: Discussionmentioning

confidence: 81%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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Some researchers have researched to explore the effects of gender differences on learning outcomes. However, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. Thus, this study aimed to investigate the students' attitudes toward the English language and their motivation toward English language teaching based on gender differences in a state junior high school in Banyumas Regency, Central Java, Indonesia. There were 38 male and 32 female students who participated in this research. This research used a survey adapted from the Attitude/Motivation Test Battery (AMTB) and interviews in collecting the data. The researchers employed descriptive statistics and MANOVA for quantitative data and the Miles and Huberman model for qualitative data analysis. The findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. Both male and female students revealed moderately high attitudes and motivation. However, female students showed a higher average score of the survey result. Less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward English learning. Thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences.

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“…However, male students have higher integrative motivation than female students. Unlike Al Harthy (2017), he found that female students expressed higher integrative motivation than males.…”

Section: Discussionmentioning

confidence: 81%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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“…Wang (2012) reported that CL classes improved achievement motivation among female college students. Female students' integrative motivation and attitudes towards the English language are higher than male students (Al Harthy, 2017). Generally, these findings report that CL enhances females' language learning motivation than males' language learning motivation.…”

Section: The Researcher's Own Experiences On the Implementation Of Comentioning

confidence: 64%

“…The Socio-Educational Model (Gardner, 2005) proposed that motivation and situational anxiety LEMECHA GELETO WARIYO are more important in second language learning. Female students' integrative motivation and attitudes towards the English language are higher than male students (Al Harthy, 2017). A large scale meta-analytic study by Teimouri, Goetze, and Plonsky (2019) reported a strong significant association between language anxiety and second language achievement.…”

Section: Introductionmentioning

confidence: 98%

Instructional Goal Structure, Gender, and Second Language Motivation Affecting English Language Achievement

Wariyo¹

2020

JLE

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The study opted to: 1) Investigate differences between cooperative and competitive learning modes in the extent to which they affect English language achievement; 2) Find gender, intra-gender, and inter-gender differences in English language achievement within and across the cooperative, competitive, and control group learning conditions; and 3) Study the relationship between students’ motivation to learn the English language and English language achievement. The cooperative and competitive learning groups were used as treatment groups while the control group was the individualized learning group. An English language test was administered to 120 secondary school grade nine students. The 12-item mini-Attitude/Motivation Test Battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test data analysis results revealed that cooperative learners significantly outperformed both competitive learners and the control group, but the control group significantly outperformed competitive learners. The gender difference in English language achievement was not significant. The cooperative learning (CL) mode was favored by both male and female students but more favored by males. The five aggregate measures of the mini-AMTB (Integrativeness, Motivational Intensity, Attitudes towards the Learning Situation, Instrumental Orientation, and Parental Encouragement) produced significant positive correlations with English language achievement; however, Language Anxiety negatively and significantly correlated with English language achievement. The CL mode, with its effective CL technique, was recommended to be researched and applied by trained teachers to improve student achievement. Its implications for teacher training were also given. Treatment of second language motivation was recommended as an important issue in second language learning.

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“…The same tendency of higher positive attitude and motivation for learning French of girls than boys was found by Gardner and Lambert (1972) in their Canadian study. Al Harthy (2017) in his study on male and female students in the Arab world says that females have shown superiority over male students in learning English. Further, the integrative part of motivation was more than male students.…”

Section: Gender Based Differencesmentioning

confidence: 99%

To Investigate Gender Based Difference in Undergraduate Students’ L2 Integrative Motivation

Ahmed¹,

Lohar²,

Pathan³

2019

ELR

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This study took place in Shah Abdul Latif University Khairpur, Sindh Paksitan. This University is in the general category with 29 departments. Keeping in mind the regional context, a questionnaire containing adapted and adopted statements from Attitude Motivation Test Battery (AMTB) and other questionnaires of L2 (second language) motivation researchers was developed. The participants of the study were 350 students (178 males and 172 females) from first year of undergraduate courses. The study aimed at inquiring if there was gender-wise difference among the students in the integrative motivation for learning English. The L2 motivation study in the area of gender-wise differences has yet to accumulate in Pakistan. The worldwide literature on the topic also suggests dearth of it internationally and a variance in results. Traditionally, gender-based differences have been found in favour of females (scoring high in integrative and instrumental motivation). However, this study found no such difference.

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English Language Motivation between Gender and Cultures

Abstract: Abstract

Cited by 11 publications

References 10 publications

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Instructional Goal Structure, Gender, and Second Language Motivation Affecting English Language Achievement

To Investigate Gender Based Difference in Undergraduate Students’ L2 Integrative Motivation

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