Gender Differences in the Integrative Motivation of Foreign Language Learning

Abstract

Females are known to be more motivated than males in learning a foreign language. In this paper, we investigated gender differences in the motivation of foreign language learning. By focusing on the integrative motivation of foreign language learning as measured using the adapted Attitude/Motivation Test Battery (AMTB), the results showed that there was no gender difference on the overall construct of integrative motivation in English language learning among 76 English as Foreign Language (EFL) learners in the Lao People’s Democratic Republic (Lao PDR). However, gender differences were observed in the sub-constructs of integrativeness and motivation The t-test results characterize the nature of gender in predicting levels of integrative motivation in a South East Asian EFL context. The findings contribute to understanding the construction of integrative motivation in EFL learning which is gender- and culturally-specific.