Gender Differences in Motivation Level for Learning English as an L2

Headnote

Abstract

L2 motivation is considerably important factor which may influence the learning process and achievement (Gardner and Lambert, 1972; Oxford, 1996; Lasagabaster, 2011). This small-scale study focuses on potential differences that may prevail in language learning motivation based on gender particularly in the context of Sindh, Pakistan (Hashwani, 2008). This study used the quantitative approach to inquire the gender differences in the motivation level. The data was collected through a questionnaire, an adapted model of Attitude Motivation Test Battery (AMTB), from 103 participants - males (N=51) and females (N=52). The study used independent samples t-test in order to test the gender differences. Results of this study showed no gender differences in the motivational level of male and female English language learners.

Keywords: Gender Differences, Language Motivation, English as an L2

Introduction

During the past years, researchers have increased their focus on learner motivation in second language (L2) learning and the learners' perceptions for motivational dispositions (Csizer and Magid, 2014). As (Dornyei, 2002, p. 172) puts, "motivation is often seen as the key learner variable because without it, nothing much happens". The role of motivation is researched by many researchers but the gender differences in motivation are a new aspect for investigators to research.

The importance of motivation and gender cannot be denied in L2 learning. Akram and Ghani (2013) propose that studying learners' attitudes and motivation is one of the most pertinent ways to get insight into language learning process. Previous studies show that researchers are very much interested to know individual differences, learning styles, motivation levels, attitude towards language learning, learning strategies, learner beliefs and age (Lightbown & Spada, 2013). Learners vary on a number of factors involving their learning style, age, language attitude, personality, beliefs, goals and academic success. Within individual differences and learner identity, gender may have a significant relationship with learners' L2 learning motivation.

Various motivational studies on gender differences in foreign learning context show that the motivation level of female language learners in learning second language is higher than of males (Mori & Gobel, 2006; Dornyei, Csizer, & Nemeth, 2006). Gardner and Lambert in their research conducted in 1972 came up with a finding that female learners showed more motivation than male learners and comparatively showed highly positive attitudes...