Abstract:

In Bangladesh the students studying in different Aliya Madrasas start learning English language as a compulsory subject from Ebtedayee (primary) level and continues till Dakhil level, which spreads over for twelve years. However, after learning English for so many years, the proficiency level of the group of students in question remains far below-expected level. (BANBEIS). The state of English proficiency of the female madrasa students is more disappointing. This mixed-method study examined the motivational orientation of Dakhil students that varied in terms of both degrees and kinds across genders, explored the methods of English language teaching in the Aliya madrasas of Bangladesh and shed light on the relevancy of the syllabus at Dakhil level. The results revealed that gender plays a great role in second language motivation in the Aliya madrasas at Dakhil level and discovered the numerous factors that affect students’ motivation towards learning English language. The sample of the research consisted of 600 students and 30 teachers from Dakhil level of several Aliya madrasas belonging to five different districts. By using discriminant function analysis, the study found that females have greater second language motivation than males in the Aliya madrasas. Moreover, it was observed that, the respondents have greater integrative motivation and lesser instrumental motivation in L2 learning. A questionnaire survey using a modified version of AMTB along with Dorney’s (2006) L2 motivational self-system was used to measure the level of motivation among the participants. Teachers’ survey, interview and focus group discussions were  used as instruments to collect data. The study gave an in-depth insight into the English language teaching program at Aliya Madarsas and provided fruitful suggestions and recommendations that may bring qualitative changes among students, more specifically among the  female students who are yet to take full participation in the good governance of the Nation.

Key words: Motivation, English language, Gender differences, Aliya madrasa education, Dakhil level, Ideal L2 self, ought to L2 self, NCTB