The effects of gender differences on motivation to learn English in regard to Chinese EFL learners

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationMotivation: Psychology, strategies and impact on performance
EditorsRonald MORISSON
Place of PublicationNew York
PublisherNova Publishers
Pages171-195
ISBN (Electronic)9781633217386
ISBN (Print)1633217256, 9781633217256
Publication statusPublished - 2014

Fingerprint

gender-specific factors
student
foreign language
learning
questionnaire
methodology
Teaching

Citation

Wong, 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.

Keywords

  • Chinese
  • Dömyei
  • English
  • Gender differences
  • Motivation to learn