The Impact Of Motivation On English Learning Outcomes And The Moderating Role Of Gender On The Relationship Between Motivation And English Learning Outcomes Of Advanced Level Students In The Kurunegala District In Sri Lanka

Abstract

In line with several previous studies, extrinsic and intrinsic motivation plays a pivotal role in shaping learners’ perseverance, engagement, and overall academic performance. On the other hand, gender's effect on the relationship between learner motivation and successful learning outcomes in English as a second language (ESL) has yielded conflicting findings in prior research. While some studies suggest that female learners exhibit greater motivation and achieve superior learning performances, several studies present opposing evidence. Additionally, many studies report no discernible gender-based differences in this relationship.

Consequently, the present research aims to investigate the impact of learner motivation on successful English learning outcomes and whether gender differences influence the strength or direction of this relationship. This quantitative research employed a questionnaire-based methodology involving 396 advanced-level students selected through stratified sampling from the arts stream of the 30 national schools in the Kurunegala district of Sri Lanka. Statistical analysis of the quantitative data was performed using SPSS version 25, employing techniques such as independent sample t-tests, descriptive statistics, and one-way analysis of variance (ANOVA).

The study substantiates that intrinsic motivation has a significant influence on the achievement of learning outcomes in the General English subject of the G.C.E. (Advanced Level) curriculum, whereas extrinsic motivation demonstrates no significant effect. Additionally, the findings reveal that gender does not moderate the relationship between either intrinsic or extrinsic motivation and learning outcomes.

These findings will lay a foundation for further research on the interrelationship between motivation, gender and academic accomplishment in English language learning, both in Sri Lanka and similar educational contexts. Furthermore, the results will offer critical implications for educators and policymakers when developing more effective curricula and refining instructional practices to enhance English language learning outcomes.