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ERIC Number: EJ803839
Record Type: Journal
Publication Date: 2006-Jun
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0346-251X
Motivation and Gender in the Japanese EFL Classroom
Mori, Setsuko; Gobel, Peter
System: An International Journal of Educational Technology and Applied Linguistics, v34 n2 p194-210 Jun 2006
In the field of SLA, there have been various attempts to define second language learning motivation and to discover relationships between motivation and gender. Using two well-known motivational models: Expectancy-value theory, and Gardner's Socio-educational model, the present study sought to (1) first define foreign language learning motivation in a particular EFL setting and (2) then explore differences in motivational sub-constructs based on the variable of gender. A previously tested motivational scale was administered to 453 second-year non-English majors. Factor analysis of the results revealed a multidimensional construct comprised of Integrativeness, Intrinsic value, Amotivation, and Attainment value, together explaining 54.4% of the variance. A MANOVA was then performed with gender as the independent variable. The results of the MANOVA indicated a significant difference in Integrativeness based on gender, with females scoring significantly higher on those items. The results are discussed in relation to both the Socio-educational model and Expectancy-value theory, and with reference to their relevance in the EFL classroom. (Contains 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan