COMPARING MOTIVATION LEVELS OF MALE AND FEMALE STUDENTS AS FOREIGN LANGUAGE LEARNERS
Abstract
This article investigates the motivational differences between male and female students in the context of foreign language learning. Drawing on theoretical perspectives and empirical studies, it examines how gender influences learners’ attitudes, goal orientations, and classroom engagement. The article outlines two major types of motivation—instrumental and integrative—and analyzes how these are manifested differently across genders. It also highlights the challenges commonly faced by male learners and suggests pedagogical strategies to enhance motivation among all students. The paper emphasizes the importance of gender-sensitive teaching practices and offers practical recommendations for educators aiming to create inclusive and motivating learning environments. By exploring gender-based motivational patterns, the study contributes to a more nuanced understanding of language learning dynamics in diverse classroom settings.
References
1.Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold.
2.Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal.
3.Williams, M., & Burden, R. L. (1997). Psychology for Language Teachers: A Social Constructivist Approach. Cambridge University Press.
4.Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language Learning.
