These factors, according to Hsieh (2011), have a profound impact on the actions, behaviors, and interests of a student in language classrooms, which either hinders or promotes their performances in learning foreign languages. In addition, gender has become increasingly important as a perspective in foreign language acquisition investigations, which have highlighted females as being more positive and interested in comparison to males. This gender perspective is especially salient because it has important pedagogical and theoretical implications in the learning of foreign languages, especially because females tend to use more learning strategies and do so more effectively (ONeill, 2008). However, there is a dearth of information about the very nature of these differences in nature and whether they are linked to attitudes, motivations, or both. Therefore, investigating affective aspects is increasingly crucial with the addition of the gender perspective to enhance the outcomes and interests of students in learning foreign language (Lee, 2005). This study will seek to contribute to current literature by providing more gender-sensitive insight for a Muslim country.
The in-depth interview method will be used for this research study because it is considered as the best fit for collecting social and personal concerns, approach, motivations, beliefs, and attitudes (Babbie, 2010). In addition, it is possible to vary the scope of the interview method from investigations on a large scale to studies on a small scale that can be conducted by one researcher. This is especially because the rationale behind in-depth interviews involves attaining a snapshot of attitudes and conditions at a single moment or point (Fowler, 2013). For this research study, the interview questions will be adapted from the ATMB, or “Attitude Motivation Test Battery”, by Gardner. The selection of Gardner’s Attitude-Motivation Test ...Show more