A Instructional goal structure, gender and second language motivation affecting English language achievement

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Published: Feb 28, 2019
Updated: 2019-02-28
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2019-02-28 (1)
DOI: https://doi.org/10.18844/gjflt.v9i1.3137

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Lemecha Geleto Wariyo
Department of Curriculum and Instruction, College of Education and Behavioural Studies, Addis Ababa University, Ethiopia
https://orcid.org/0000-0003-1733-7809

Abstract

This study opted to 1) investigate a difference between cooperative and competitive learning modes in affecting English language achievement; 2) find gender, intra-gender and inter-gender differences in English language achievement within and across the three learning conditions and 3) study relationship between students’ motivation to learn English language and English language achievement. An English language test was administered to 120 Arsi Negelle Shala Secondary School grade 9 students. The 12 items Mini-Attitude/Motivation test battery (Mini-AMTB) was administered to the students. Different parametric tests were used in the pre-test and post-test data analysis. Post-test analysis result revealed that cooperative learners significantly outperformed both competitive learners and control group, but the control group significantly outperformed competitive learners. Both groups of male and female students favoured cooperative learning mode; however, males favoured more. The aggregate measures of Mini-AMTB produced significant positive correlations with English language achievement, but language anxiety produced significant negative correlation.

Keywords: Cooperative learning, competitive learning, instructional goal structure, second language motivation.

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How to Cite
Wariyo, L. G. (2019). A Instructional goal structure, gender and second language motivation affecting English language achievement. Global Journal of Foreign Language Teaching, 9(1), 69–81. https://doi.org/10.18844/gjflt.v9i1.3137
Issue
Vol. 9 No. 1 (2019): February
Section
Articles
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