Models of language learning motivation for female and male learners of English

The role of gender in language learning motivation of language learners has not been extensively researched. The few studies from applied linguistics that examined gender reported that indeed female students are more motivated to learn English than their male peers (Bacon & Finneman, 1992; Bartram, 2006; Dörnyei & Csizér, 2002; Gardner & Lambert, 1972; Ryan, 2009). Yet, there are no studies examining gender differences in the interaction of motivational variables in the models of language learning motivation.This quantitative study explored the differences between Structural Equation Models (SEM) of language learning motivation of female and male learners of English. 398 Polish students aged 15-16 completed a motivational questionnaire, which included scales of the ideal L2 self, self-regulation, intrinsic motivation, instrumental orientation, international orientation, self-efficacy beliefs and English self-concept. They also took the Quick Oxford Placement Test. The data was analysed using factor analysis, Structural Equation Modelling (SEM), and Wald tests.The SEM model of language learning motivation (see Figure 1) fitted separately for male and female learners were found to be significantly different (χ² = 592 on 191 df (p < .001)). In particular, the Wald test revealed that the weight of the link between ideal L2 self and intrinsic motivation was significantly stronger in the case of male than female students, whereas the English self-concept→intrinsic motivation link was stronger for female than male learners.