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Anna Studenska, University of Silesia, PolandAbstract
There is a need empirical data concerning gender differences in students` self-regulation of foreign language learning motivation. Therefore two research problems were formulated: do male and female foreign language learners differ in terms of self-motivating strategies use? Is foreign language grade related differently with foreign language learning motivation and self-motivating strategies use in men and women? Two instruments were constructed: Self-motivating Strategies Inventory consisting of 27 items measuring planning (alpha=0,77), focusing attention (alpha=0,73), generating positive emotions (alpha=0,73) and imagining consequences of actions (alpha=0,69) and Foreign Language Motivation Scale (alpha = 0,70). Data were collected from upper secondary school and university students (182 women and 113 men). The results showed that men significantly less frequently than women use self- motivating strategies such as: planning learning [t =3,58; p<0,001], focusing attention on learning [t=2,93; p<0,010;] and visualizing consequences of one`s actions p<0,001]. foreign language motivation proved to be a significant mediator in the relationship between self-motivating strategies use grade men (sobel`s test p< 0,010) but not women. male students with low who rarely used had lower average than participants from remaining three subgroups characterized by: frequent (p<0,02), high rare (p<0,01) as well (p<0,01). practical conclusions research concerning teaching will presented.
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Conference: ACLL2013Stream: Language Learning
This paper is part of the ACLL2013 Conference Proceedings (View)
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To cite this article:
Studenska A. (1970) Gender, Self-Motivating Strategies Use and Foreign Languge Grade ISSN: 2186-4691 – The Asian Conference on Language Learning 2013 – Official Conference Proceedings (pp. -) https://doi.org/10.22492/2186-4691.20130202
To link to this article: https://doi.org/10.22492/2186-4691.20130202
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