Gender differences in mainland Chinese high school students' English learning motivation and reading engagement

Abstract

Gender differences in motivation to learn foreign languages have received much attention. However, the gender gap in English learning motivation may be narrowing due to the subject's significance in formal education within Mainland China. The study aims to investigate the gender differences in English learning motivation and reading engagement in Mainland China, focusing on students’ ideal second language (L2) self, parental factors and L2 learning experiences. Existing research has primarily examined the gender differences and urban-rural differences of education attainment in China, and L2 listening and speaking motivation among Chinese undergraduate students. Limited research exists on gender differences in learning motivation and reading engagement in Mainland China within a specific subject.

This study fills these gaps by adopting a sequential mixed-methods approach to examine the gender differences in English learning motivation and reading engagement in Mainland China. The present study is framed using the theoretical perspective of second language motivational self system (L2MSS). The quantitative phase investigates the relationships between outcome variables - English learning motivation and reading engagement, and independent variables. The pilot study surveyed 265 high school students and parents, while the main study surveyed 655 students in Grade 10, 11 and 12, and 971 parents. The pilot study utilized exploratory factor analysis (EFA) for data analysis, while the main quantitative study applied confirmatory factor analysis (CFA) and structural equation modeling (SEM). The quantitative findings show that girls in Mainland China have higher levels of English reading engagement than boys. The study also reveals gender differences in the associations between parental factors and students’ English reading engagement, and between ideal L2 self and students’ English learning motivation.

The qualitative phase is the main phase of the study, involving semi-structured interviews with eight students and seven parents. Thematic analysis was employed for data analysis to elucidate the reasons for gendered comparisons of English learning motivation and reading engagement. The data story generated is that students’ expectations for working countries, parental interference, parental supportiveness, parental expectations and the social surroundings contributes to gender differences in the composition of students’ English learning motivation and the type of their English reading engagement. In the qualitative analysis, parental involvement was categorized as parental interference and parental supportiveness, while students’ English reading engagement were classified as strategic engagement and opportunistic engagement.

This research contributes to theory through integrating the parental factors that influence students’ L2 learning experience and outcomes triggered by ideal L2 self into L2MSS. Additionally, the study expands on the existing literature by introducing the comparison between gender groups utilizing L2MSS in the context of English as a Foreign Language (EFL) research in Mainland China. Practical implications include teachers understanding these differences and tailoring suitable learning methods to male and female students for addressing gender differences and individual need in ESL education. Educators and policymakers should also develop strategies to enhance parental involvement in children's L2 learning and promote supportive parental practices that benefit students of all genders.