{"title":"Does Gender Matter? Motivation and Learning EFL: A Saudi Case Study","authors":"A. Alghamdi, Areej Albawardi, Nadya Alzuabi","doi":"10.33806/ijaes2000.23.1.2","DOIUrl":null,"url":null,"abstract":"Motivation is one of the most determining factors for the acquisition of English as a Foreign Language (EFL) with gender a key factor. This quantitative research focuses on gender, motivation, and EFL learning in Saudi Arabia. An adapted version of the Motivation and Attitude Questionnaire (MAQ) was used in March 2021 at two Eastern Province public secondary schools. Data were collected from 169 students (aged 16–18). The final sample frame (N=100) comprised a quota sample of 50 males and 50 females. Descriptive analytics affirmed that overall motivation to learn EFL was quite high (female M = 4.06; male M = 3.79). Extrinsic and instrumental motivation prevailed overall with intrinsic and integrative motivation highest for female respondents. Gendered differences were not significant at p< .005 (Asymp. Sig. = .772). Recommendations include (a) research to address contradictory results (level/type of motivation and gender influence) and (b) the mediating effect of attitude and (c) focused efforts to ensure intrinsic motivation in EFL education.","PeriodicalId":37677,"journal":{"name":"International Journal of Arabic-English Studies","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Arabic-English Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33806/ijaes2000.23.1.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Arts and Humanities","Score":null,"Total":0}
引用次数: 1
Abstract
Motivation is one of the most determining factors for the acquisition of English as a Foreign Language (EFL) with gender a key factor. This quantitative research focuses on gender, motivation, and EFL learning in Saudi Arabia. An adapted version of the Motivation and Attitude Questionnaire (MAQ) was used in March 2021 at two Eastern Province public secondary schools. Data were collected from 169 students (aged 16–18). The final sample frame (N=100) comprised a quota sample of 50 males and 50 females. Descriptive analytics affirmed that overall motivation to learn EFL was quite high (female M = 4.06; male M = 3.79). Extrinsic and instrumental motivation prevailed overall with intrinsic and integrative motivation highest for female respondents. Gendered differences were not significant at p< .005 (Asymp. Sig. = .772). Recommendations include (a) research to address contradictory results (level/type of motivation and gender influence) and (b) the mediating effect of attitude and (c) focused efforts to ensure intrinsic motivation in EFL education.
期刊介绍：
The aim of this international refereed journal is to promote original research into cross-language and cross-cultural studies in general, and Arabic-English contrastive and comparative studies in particular. Within this framework, the journal welcomes contributions to such areas of interest as comparative literature, contrastive textology, contrastive linguistics, lexicology, stylistics, and translation studies. The journal is also interested in theoretical and practical research on both English and Arabic as well as in foreign language education in the Arab world. Reviews of important, up-to- date, relevant publications in English and Arabic are also welcome. In addition to articles and book reviews, IJAES has room for notes, discussion and relevant academic presentations and reports. These may consist of comments, statements on current issues, short reports on ongoing research, or short replies to other articles. The International Journal of Arabic-English Studies (IJAES) is the forum of debate and research for the Association of Professors of English and Translation at Arab Universities (APETAU). However, contributions from scholars involved in language, literature and translation across language communities are invited.
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