The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language

Abstract

This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.

Willingness to Communicate in English as a Foreign Language in Bosnian-Herzegovinian EFL Context

“…The importance of interacting in the foreign language during the learning process is not negligible (Bećirović, 2016). In order to fully engage in the process, learners must be willing to give their absolutely best to immerse themselves in the language learning experience.…”

“…Bosnia and Herzegovina is a multiethnic, multilingual country where three major nations live and speak three major languages, all very similar to each other. With the country moving toward the international community, the preeminence of the mastery of English language is more and more emphasized (Bećirović, 2017). In addition, the pervasive role of English language in science, business, and intercultural communication (Wu, 2001) poses a challenge for students in Bosnia and Herzegovina.…”

“…Many researchers have actually tried to test the model of willingness to communicate proposed by MacIntyre and associates (1998) or they try to elaborate on different factors that influence the WTC and try to * Corresponding author E-mail addresses: emina.rizvic@stu.ibu.edu.ba (E. Rizvić), senad.becirovic@ibu.edu.ba (S. Bećirović) European Researcher. Series A, 2017, 8(3) 225 make connections between willingness to communicate and specific outcomes of the language learning process, such as achievement.The importance of interacting in the foreign language during the learning process is not negligible (Bećirović, 2016). In order to fully engage in the process, learners must be willing to give their absolutely best to immerse themselves in the language learning experience.…”

Untitled

“…Abdilah & Chowdhury, 2013;Yeung, Lau, & Nie, 2011), whilst the majority of the research affirmed that female language learners are more motivated than the male learners (e.g. Adach, 2015; AL-Khasawneh & A Omari, 2015; Al-Mahrooqi & Denman, 2014; Azarnoosh & Birjandi, 2012;Bećirović, 2017;Csizér &Dörnyei, 2005;Heinzmann, 2009;Narayanan, Nair, and Iyyappan, 2007;Netten, Riggs, & Hewlett, 1999;Xiong, 2010Coskun, 2014.…”

Tertiary Learners’ Motivational Intensity and Desire to Learn the French Language: Evidence from a Non-Francophone Country

“…Abdilah & Chowdhury, 2013;Yeung, Lau, & Nie, 2011), whilst the majority of the research affirmed that female language learners are more motivated than the male learners (e.g. Adach, 2015; AL-Khasawneh & A Omari, 2015; Al-Mahrooqi & Denman, 2014; Azarnoosh & Birjandi, 2012;Bećirović, 2017;Csizér &Dörnyei, 2005;Heinzmann, 2009;Narayanan, Nair, and Iyyappan, 2007;Netten, Riggs, & Hewlett, 1999;Xiong, 2010Coskun, 2014.…”