خلاصة:
The learners’ identity is one of the most important key elements of learning to motivate learners to learn English. The aim of this study was to investigate the relationship between the male and female EFL learners’ motivation and their identity with a focus on gender. The study had a descriptive correlational design. The participants of this study were 50 Iranian male and 50 female postgraduate English majors, aged between 23 and 41, who were selected through convenient sampling. Three questionnaires of motivation, hardiness, and perfectionism were distributed among the participants. The results of Pearson correlation analyses demonstrated that there was not a significant relationship between EFL learners’ motivation and their hardiness in both genders. Also, the results showed no significant relationship between EFL learners’ motivation and their perfectionism in the two groups. Moreover, the results of independent-sample t-tests failed to find any significant difference between male and female students’ motivation and their hardiness and perfectionism.
ملخص الجهاز:
"187-207, Spring & Summer 2017 The Relationship between Iranian Male and Female EFL Learners’ Motivation and their Identity: Perfectionism and Hardiness Nazila Tokhmehforoushan Khiabani1, Nasrin Hadidi Tamjid *2 1,2.
Moreover, the results of independent-sample t- tests failed to find any significant difference between male and female students’ motivation and their hardiness and perfectionism.
Akhbari, Mohtashami, and Tajari (2015) maintain that since there is a link between personality traits and mental health, another problem that learners in EFL contexts may face is lessening normal perfectionism and hardiness as resistant factors of stress to learn a foreign language, whereas these are main personality characteristics of educational performance, achieving goals, and enhancing motivation.
In the present study, the main objective is to examine the role of psychological hardiness and perfectionism and their relationship to motivation in the EFL context with a focus on gender differences.
By employing a Pearson Product-Moment Correlation Test and an Independent-Samples T-Test as the statistical analyses, the researcher sought to discover whether there was a significant relationship and difference among perfectionism, hardiness, and language learning motivation between the male and female EFL learners.
Table 4 shows the result for Pearson product moment correlation analysis for male learners’ motivation and perfectionism scores.
However, in order to examine the significance of the difference between the male and female learners’ hardiness scores, an independent-samples t-test was carried out (Table 10).
In sum, the findings from the current study reveal difference between the male and female EFL learners’ motivation and their identity, hardiness and perfectionism."