Little research has been conducted in a Chinese context to explore how male and female motivations differ in terms of learning English as a foreign language. A study was thus conducted to investigate how gender differences impact Chinese EFL learners' motivation to learn English. Building upon Domyei's (1999) modified framework, this study employed a mixed methodology to investigate gender differences in motivational factors. Specifically, 109 students completed a questionnaire, with quantitative results further explored by interviewing 10 Chinese EFL students. It is hoped that a better understanding of Chinese students' motivation to learn English will impact current teaching and learning practices and enhance learners' motivation to learn English as a result of this study. Copyright © 2014 Nova Science Publishers, Inc.
|Title of host publication||Motivation: Psychology, strategies and impact on performance|
|Place of Publication||New York|
|ISBN (Print)||1633217256, 9781633217256|
|Publication status||Published - 2014|
CitationWong, R. (2014). The effects of gender differences on motivation to learn English in regard to Chinese EFL learners. In R. Morrison (Ed.), Motivation: Psychology, strategies and impact on performance (pp. 171-195). New York: Nova Publishers.
- Gender differences
- Motivation to learn