Age, Gender, Attitudes and Motivation as Predictors of Willingness to Listen in L2

Akdemir, Ahmet Ocak

doi:10.7575/aiac.alls.v.10n.4p.72

Cited by 7 publications

(7 citation statements)

References 32 publications

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“…A similar pattern was also recorded by Frijters et al (2019) that reading motivation and reading performance were affected by gender disparities. Another study (Akdemir, 2019) employed a mini AMTB to determine the students' willingness to learn and revealed that females have a more meaningful willingness to listen L2. Although many researchers found the superiority of female students, several studies reported the different findings that there is no significant effect of gender disparities on attitudes and motivation toward EFL learning (Abu-rabia, 1997;Bacon, 1992;Niaz et al, 2018).…”

mentioning

confidence: 99%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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Some researchers have researched to explore the effects of gender differences on learning outcomes. However, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. Thus, this study aimed to investigate the students' attitudes toward the English language and their motivation toward English language teaching based on gender differences in a state junior high school in Banyumas Regency, Central Java, Indonesia. There were 38 male and 32 female students who participated in this research. This research used a survey adapted from the Attitude/Motivation Test Battery (AMTB) and interviews in collecting the data. The researchers employed descriptive statistics and MANOVA for quantitative data and the Miles and Huberman model for qualitative data analysis. The findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. Both male and female students revealed moderately high attitudes and motivation. However, female students showed a higher average score of the survey result. Less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward English learning. Thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences.

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mentioning

confidence: 99%

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Sabiq¹,

Arwi²,

Khusna³

et al. 2021

Engl. Franca acad. j. of Engl. lang. and educ.

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“…This result coincides with the findings of the studies carried out with students learning English as a foreign language. In some of such studies, Akdemir (2019), Kızıltepe (2003) and Eraldemir Tuyan and Serindag (2019) found female students' motivation was significantly higher than that of males. The current study also revealed that female students' language anxiety is lower than that of male students but the difference between the two scores Teachers of Turkish as a foreign language, curriculum developers, school managers and other stakeholders are expected to benefit from the results of the study which revealed students' attitudinal and motivational profiles that should be taken into account in the teaching and learning process.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Studies carried out on attitudes (e.g. Akdemir, 2019;Çakıcı, 2007;Tahaineh & Daana, 2013;Ushida, 2005;Zayed & Abdel Razeq, 2021) have mostly aimed to discover attitudes towards the target language, culture and society, attitudes motivation relationship and attitudes achievement relationship. Concerning the attitudes-motivation relationship, Gardner (2001) states that unless the positive attitudes towards the learning situation are associated with motivation, they will not lead to achievement.…”

Section: Attitudesmentioning

confidence: 99%

Türkçeyi yabancı dil olarak öğrenen öğrencilerin tutum ve motivasyonlarının değerlendirilmesi

Demir

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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The aim of this study is to investigate the attitudes and motivation of international students learning Turkish as a foreign language. The study used a quantitative research design to investigate research questions. Quantitative data were gathered through a scale consisting of six constructs and developed by Gardner (2010). The study was conducted at a state university with the participation of 99 students. The results of the study showed that students have high motivation to learn Turkish, positive attitudes toward the target community and a relatively low level of anxiety toward learning Turkish. Furthermore, except for language anxiety, female students’ mean scores on five constructs were found to be higher than those of male students. However, the difference between their mean scores is only statistically significant in the motivation construct suggesting that female students are more motivated to learn Turkish than male students. Teachers of Turkish as a foreign language, curriculum developers, school managers and other stakeholders are expected to benefit from the results of the study that should be taken into account in the teaching and learning process.

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“…All the experimental studies into L2 WTC in the Turkish EFL context investigated the EFL students at the university level but for one study whose population included young learners (Buckhingham & Alpaslan, 2017). In addition to these studies, a number of studies investigating the underlying factors affecting the L2 WTC of the Turkish EFL learners (Aydın, 2017), sub-constructs of WTC such as willingness to listen Akdemir, 2019) and interrelations of self-guided motivational units and their predictive effects on WTC (Kanat-Mutluoğlu, 2016) were reviewed.…”

Section: Wtc Studies In Turkish Efl Contextmentioning

confidence: 99%

A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

Barin

Eyerci

2021

education

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This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners’ WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.

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Age, Gender, Attitudes and Motivation as Predictors of Willingness to Listen in L2

Cited by 7 publications

References 32 publications

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

Türkçeyi yabancı dil olarak öğrenen öğrencilerin tutum ve motivasyonlarının değerlendirilmesi

A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

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