Påverkan av genus på inlärningsmotivation för engelska som andraspråk

Abstract The aim of this study is to expound on the gender discrepancy that is present in the English subject in the Swedish school, where female students generally and consistently attain higher grades. We do so by investigating any gender differences in motivation to learn a second language (L2). Further, we apply a gender perspective as we research the motivating effect of incidental English as L2 learning through out-of-school activities, known as extramural English (EE) activities. The study provides a summary of five articles that examine the effect that gender has on motivation and four articles that explore how exposure to and use of EE act as a motivator for male and female students separately. The articles show that female students in general are more motivated to learn an L2. Moreover, a possible explanation for this gender difference is different self-constructs and societal expectations. These findings are relevant to the Swedish educational context since the curriculum for the compulsory school states that all teaching should be equivalent, meaning that all students’ different needs and prerequisites should be taken into account. This includes variations in motivation. On the matter of EE activities, there is a stronger connection between time spent on EE hobbies and school performance for male students, especially for those who play digital games with a communicative aspect; this may offer a solution for the aforementioned gender discrepancy in grades. Nevertheless, there needs to be further research on how to bring the benefits from EE activities into the English classroom