A CROSS INSTITUTIONAL AND GENDER STUDY OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE : THE CASE OF UNIKIN, ISP AND UPN

Abstract : This study investigates the relationship between national and institutional objectives for English as a Foreign Language (EFL) and students’ motivations in three higher education institutions in Kinshasa: the University of Kinshasa (UNIKIN), the Institut Supérieur Pédagogique de Gombe (ISP-Gombe), and the Université Pédagogique Nationale (UPN). Using a mixed-methods design that combined surveys, semi-structured interviews, and classroom observations, the research examined how learners’ personal goals align with official educational missions, while also considering gendered patterns in motivation. Findings reveal partial alignment: students at ISP-Gombe displayed stronger consistency with the pedagogical mission of teacher training, while significant mismatches were noted at UNIKIN, where many learners viewed English primarily as a practical tool for personal and economic mobility. Results also indicate gender differences, with female learners more frequently reporting intrinsic and integrative motivations, whereas male learners emphasized instrumental orientations. These findings highlight the gap between policy-driven frameworks and learner-centered perspectives, underlining the need for participatory curriculum design, flexible program structures, and gender-sensitive pedagogical approaches. The study contributes to a deeper understanding of EFL motivation in multilingual African contexts and offers implications for more contextually responsive language education policies in the Democratic Republic of Congo. Keywords : English as a Foreign Language (EFL), motivation in language learning, educational policy and curriculum alignment, gender differences in learning motivation, Higher education in the Democratic Republic of Congo, Mixed-methods research, learner-centered pedagogy