Gender Differences for Middle School Students’ Agentic Engagement in Oral English Learning

Changhui Bao

doi:10.6918/IJOSSER.202605_9(5).0011

Authors

Changhui Bao

DOI:

https://doi.org/10.6918/IJOSSER.202605_9(5).0011

Keywords:

Agentic engagement; self-determination theory; oral English learning; gender difference.

Abstract

In an increasingly globalized world, oral English competence is vital, and learners’ proactive agency plays a key role in their achievement in oral English learning. Self-Determination Theory (SDT) offers a useful lens for examining learners’ motivation in oral English acquisition. This study investigated middle school learners’ agentic engagement in oral English and examined gender-based differences grounded in SDT, employing a mixed-methods approach that combined questionnaires with semi-structured interviews. Findings indicate a generally moderate level of agentic engagement, with notable gender differences across certain dimensions. Male students scored higher on “independent study,” “assisting teachers,” and “supporting classmates,” whereas no gender gap was observed in “cooperating with teachers.” Additionally, the four core components of SDT show positive associations with agentic engagement. Interview data highlight that engagement is shaped by internal factors and external influences. The results suggest pedagogical implications that educators should emphasize self-determined motivation, cultivate supportive learning contexts, and implement gender-responsive strategies.

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