The Role of Gender in English Language Motivation among Vietnamese High School Students

Abstract

This study explores the influence of gender on English language learning motivation among Vietnamese high school students. Employing a mixed-methods approach, the research investigates both qualitative and quantitative dimensions to offer a comprehensive understanding of how male and female students differ in their motivational drivers. Data were collected from semi-structured interviews with 20 students (10 males and 10 females) and a survey administered to 200 students across three high schools in Hanoi. The qualitative findings reveal gender-based variations in intrinsic and extrinsic motivational factors, with female students showing stronger integrative motivation and male students favoring instrumental goals. Quantitative data further support these findings, indicating significant statistical differences in motivation levels between genders. The study is grounded in Gardner's Socio-Educational Model and Dörnyei's L2 Motivational Self System. Results suggest that gender plays a critical role in shaping students' attitudes and behaviors toward English language learning. Educational implications include the need for gender-sensitive pedagogical strategies and curriculum development to foster equitable and effective language education. This research contributes to the growing body of literature on second language acquisition and provides practical insights for teachers, policymakers, and curriculum designers in Vietnam.