Gender Differences in Compulsory School Pupils' L2 Self-Concepts: A Longitudinal Study.

By Alastair Henry. 2009

108 citations recorded by the source corpus.

Subfields: Gender Studies, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9bacdc70d10219d856b92c8fcc25eba16adb9a9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. D. Lasagabaster
2. Z. Dörnyei
3. Letty Chan
4. A. Heras
5. Alastair Henry
6. C. Cliffordson
7. Kata Csizér
8. M. Pawlak

In Language and Linguistics

1. D. Lasagabaster
2. Letty Chan
3. Z. Dörnyei
4. A. Heras
5. Alastair Henry
6. C. Cliffordson
7. Ali H. Al-Hoorie
8. M. Lamb

In Literature and Literary Theory

1. D. Lasagabaster
2. A. Heras
3. Letty Chan
4. Alastair Henry
5. C. Cliffordson
6. Z. Dörnyei
7. Ali H. Al-Hoorie
8. Mostafa Papi

Citations in the corpus

• Contexts of possibility in simultaneous language learning: using the L2 Motivational Self System to assess the impact of global English (2010, methodology): “…as in Csizér and Dörnyei’s (2005) study, most of these pupils were boys, a result which accords well with other studies that have investigated gender differences in L2 motivation (Dörnyei and Csizér 2002; Henry 2009; Henry and Apelgren 2008; Williams, Burden, and Lanvers 2002; Wright 1999).”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, methodology): “…learning foreign languages is still perceived as feminine terrain, a belief that is underpinned by empirical evidence that shows that female students tend to be more motivated than their male counterparts (Carr & Pauwels, 2006; Henry, 2009, 2012; Kissau, 2006; Meece et al., 2006; Ryan, 2009).”
• Motivation, Gender, and Possible Selves (2013, background): “…Gardner & Lambert, 1972; Phillips & Filmer-Sankey, 1993; Sung & Padilla, 1998; Williams, Burden, & Lanvers, 2002), as well as on measures of language-speaking/using self-concepts in possible selves paradigm research (Henry, 2009; Henry & Apelgren, 2008; Kim, 2009; Kim & Kim, 2011; Ryan, 2009).”
• The impact of CLIL on affective factors and vocabulary learning (2015, methodology): “In order to measure motivation and selfesteem, two multi-item questionnaires were developed based on previous studies in the area of L2 motivation (Henry, 2009; Lasagabaster, 2011; Taguchi et al., 2009): one was designed for the CLIL group and one for the non-CLIL group.”
• Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013, methodology): “With regard to specific issues, research has shown that the strength of the ideal L2 self increased significantly in teenage girls but decreased in boys over a period of 4 years in Sweden, resulting in a “gender role intensification” (Henry, 2009).”