L2 motivation in trainee teachers: Are female undergrads more motivated?

It is widely known that motivation plays a prominent role when it comes to learning a second or foreign language. One of the most prominent theories in this area is that of Self-Determination. This originated within the field of psychology and due to its wide applicability soon started to be implemented within the language learning field. The Self-Determination Theory is comprised of a continuum of extrinsic motivation, extrinsic motivation and amotivation (Ryan & Deci: 2002, 16). Intrinsic motivation, for its part, refers to the realisation of an activity out of pleasure and/or interest, whilst extrinsic motivation is related to the attainment of a specific goal (Deci & Ryan, 2000). Amotivation is "the absence of any kind of motivation" (Dörnyei & Ushioda 2011: 23), and is normally associated with non-acting or even passive behaviors (Ryan & Deci 2002: 17). What is more, it is safe to say that in order to have a bigger picture of how motivation affects the learning process, we researchers should take into account individual differences such as gender. It has been proved that female learners are more motivated than male learners when learning a L2/FL (Doiz, Lasagabaster, Sierra, 2014; Dörney Csizér & Németh, 2006). Therefore, the main objective of the present study is to determine whether our female participants are more motivated that their male, undergraduate counterparts (M: 19,5). Said students completed a quantitative questionnaire in class. Results are tentative due to the fact that the study is still in progress. Nonetheless, female students appear to be more motivated, which most certainly has important implications. Both researchers and practitioners should work hand in hand to try to reduce this gender gap and make both female and male students motivated to learn English.