A Study of Vocational and Non-vocational High School Learners’ Language Proficiency and Motivation
This study investigates the levels of English proficiency of vocational vs. non-vocational high school learners as well as their motivation toward learning English as a foreign language. It also examines motivation of male and female vocational high school learners toward learning English as a foreign language. To this end, 160 students of 2nd grade of high school were included in this research: 57 male and 50 female students from vocational high schools and 53 male students from non-vocational high school. The students were selected randomly from different majors including, mechanics, electronics, human sciences, and mathematics. The participants answered an Attitude/Motivation Test Battery (AMTB) questionnaire and a beginner English Proficiency Test. To explore school section and gender differences, three separate independent samples t-tests were conducted. All the statistical analyses were conducted by using the Statistical Package for Social Sciences (SPSS) program. The results showed that: First, there was a statistically significant difference between the vocational and non-vocational male participants regarding English learning proficiency in which the learners of non-vocational high school were more proficient in English than those of vocational high school. Secondly, there was a statistically significant difference between vocational and non-vocational male participants regarding language learning motivation where the learners of non-vocational high school were more motivated to language learning than those of vocational high school. Finally, there was a statistically significant difference between the male and female vocational participants regarding language learning motivation in which the female learners were more motivated to language learning than the male ones.
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