Gender differences in motivation and L2 accent attainment: an investigation of young Kurdish learners of Turkish

Polat, Nihat

doi:10.1080/09571730903545251

Cited by 24 publications

(17 citation statements)

References 43 publications

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“…This finding is consistent with earlier research findings indicating that female learners are more motivated to learn a foreign language (Ghazvini & Khajehpour, 2011;Dörnyei, Csizér, & Németh, 2006;Skolverket, 2006;Mori & Gobel, 2006). However, there have been several studies illustrating supportive evidence for the higher motivation levels of male language learners (Al-Bustan & Al-Bustan, 2009;Polat, 2011).…”

Section: Discussionsupporting

confidence: 91%

Analyzing Secondary School English as a Foreign Language Students' Affective Features in Terms of Different Variables

Coşkun¹

2016

Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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This study aims to reveal the affective features of secondary school English as a Foreign Language (EFL) students and to investigate whether their affective features differ in terms of the variables of gender and the frequency of parental help with their children's English class. Also, the relationship among the dimensions of affective features was explored. In the 5th, 6th, 7th and 8th grades of four different state secondary schools in Bolu, Turkey, 1019 students took part in this quantitative study. The data was collected by means of a Likert-type questionnaire, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS) 23. The results indicate that students' motivation to learn the language is high in the context of this research study while their foreign language anxiety level is low. It was also found that their affective features show variation depending on the variables of gender and the frequency of parental help with their children's English class. Moreover, a negative correlation was revealed between motivation and foreign language anxiety. Therefore, it is suggested that activities which increase young learners' foreign language learning motivation as well as decrease their anxiety should be implemented.

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Section: Discussionsupporting

confidence: 91%

Analyzing Secondary School English as a Foreign Language Students' Affective Features in Terms of Different Variables

Coşkun¹

2016

Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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“…Many studies reported the superiority of female learners in L2 motivation over male learners and that male and female learners possess different types of L2 motivation (Ghazvini & Khajehpour, 2011;Henry, 2010;Mori & Gobel, 2006;Sung & Padilla, 1998;Williams, Burden, & Lanvers, 2002). Only few studies (Al-Bustan & Al-Bustan, 2009;Polat, 2011) showed opposite results. For example, Polat's (2011) study on middle and high school Kurdish learners of Turkish reported the superiority of the male participants in two motivational orientations (identification and integrated orientations) over the female participants.…”

Section: L2 Motivation and Learner Variablesmentioning

confidence: 86%

“…For example, Polat's (2011) study on middle and high school Kurdish learners of Turkish reported the superiority of the male participants in two motivational orientations (identification and integrated orientations) over the female participants. These two motivational orientations were defined by Polat (2011) as demonstrating 'more autonomy in determining and manipulating their own actions' (p. 21). Another study which showed higher motivation of males over females is Al-Bustan and Al-Bustan's (2009) research on Kuwaiti learners of English.…”

Section: L2 Motivation and Learner Variablesmentioning

confidence: 99%

Motivation and learner variables: Group differences in college foreign language learners' motivations

Sung¹,

Tsai²

2013

IJRSLL

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In this study, the researchers surveyed 130 language learners enrolled in first-year foreign language classrooms in a public university in Utah, United States. This study intended to address the following research questions: (1) What motivational factors are found among learners enrolled in first-year foreign language courses at the university level in the United States?, (2) Do first-year language learners' motivations differ based on the following learner variables: (a) gender, (b) language being learned, (c) major, and (d) religion? and (3) What motivational factors predict learners' interest in continuing foreign language learning? Factor analysis, MANOVA, and multiple regressions were run to answer the questions. The factor analysis results found seven motivational factors: positive learning attitudes/experience and intended efforts, interest in culture, travel, and people, interest in contemporary cultural media, milieu, instrumentality, language requirement, and religion. The MANOVA results showed that major and religion had significant effects on motivation. The results of the multiple regression test indicated that two motivational factors, positive learning attitudes/experience and intended efforts, and interest in culture, travel, and people, predicted the participants' interest in future L2 study.

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“…Recent research data indicate that female learners tend to score higher than male learners on different measures of language achievement, such as accuracy in oral production (Chavez, ), general English proficiency test (Główka, ), judgements of accents in terms of likeness to native speakers (Polat, ), lexical availability (Fernandez Fontecha, ), and vocabulary production tests (Jimenez Catalan, ). Further, Chavez's () review of studies looking at gender and achievement confirmed that females outperformed males in placement tests and were graded more highly, although she also concluded that “as far as assessments in experimental settings are concerned, the female advantage is much less clear” (Chavez, : 67).…”

Section: Introductionmentioning

confidence: 99%

Language learning motivation and gender: The case of Poland

Iwaniec

2019

Int J App Linguistics

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Gender differences in language learning motivation have not been extensively examined. Thus, this survey study explores gender differences in the population of 599 Polish learners of English aged 14–16. Unlike other studies, it not only compares means but investigates whether there are gender differences in the way the variables interact with each other. Findings show that females scored higher than males on scales of international orientation, ideal L2 self and self‐regulation. No gender differences were observed on instrumentality, self‐efficacy beliefs, English self‐concept and intrinsic motivation. There is also a significant difference in the strength of links between self‐regulation and instrumentality, self‐efficacy beliefs as well as English self‐concept. Thus, gender effects appear more extensive than previous research has shown.

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Gender differences in motivation and L2 accent attainment: an investigation of young Kurdish learners of Turkish

Cited by 24 publications

References 43 publications

Analyzing Secondary School English as a Foreign Language Students' Affective Features in Terms of Different Variables

Analyzing Secondary School English as a Foreign Language Students' Affective Features in Terms of Different Variables

Motivation and learner variables: Group differences in college foreign language learners' motivations

Language learning motivation and gender: The case of Poland

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