GENDER DIFFERENCES IN MOTIVATION TOWARD LEARNING ENGLISH - THE ENGLISH DEPARTMENT STUDENTS OF UNIVERSITY MOHAMMED V AND CADI AYYAD UNIVERSITY AS A CASE STUDY

Majda Saadaoui

Abstract


Motivation‍‌‍‍‌ is arguably the most important factor for success in learning English as a Foreign Language (EFL), especially in higher education environments where students’ involvement and determination are the key factors to their learning results. This paper illustrates how gender is related to different motivational orientations for learning English among students of English departments at University Mohammed V and Cadi Ayyad University. Based on Self-Determination Theory, the study investigates the two primary categories of motivation: intrinsic and extrinsic motivation. Using a quantitative, descriptive-correlation research design, a structured questionnaire was distributed among undergraduate and graduate students who have been studying English for more than two years to collect data at the university level. The data collected were processed with descriptive statistics, independent samples t-tests, and regression analysis in order to assess students’ motivational levels and the ‍‌‍‍‌differences. These findings underscore the multifaceted and context-dependent nature of motivation in SLA and stress the significance of taking individual differences in language learning, self-concept, and sociocultural factors into account. Future research directions and pedagogical implications are explored.


Keywords


gender; motivation; intrinsic motivation; extrinsic motivation; English as a foreign language (EFL); self-determination theory; language learning motivation; second language acquisition (SLA)

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References


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DOI: http://dx.doi.org/10.46827/ejals.v9i2.721

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