Language learning motivation of Vietnamese EFL students and their attitudes towards classroom factors

Abstract

Motivation has long been considered as a significant factor, remarkably contributing to the success of second language acquisition. The current study focuses on investigating the socio-psychological orientations of Vietnamese-speaking English learners. A survey was administered to 74 non-English majoring undergraduates in four IELTS preparation courses at the pre-intermediate and intermediate levels. The questionnaire included ten statements on the students’ integrative and instrumental motivations for language learning, as well as ten questions about their attitudes towards four classroom factors: physical conditions, teaching styles, teachers, and success. SPSS was utilized to analyse the collected data by percentage, mean of frequency, and standard deviation. The statistics revealed that participants were generally motivated at a high level with an inclination towards instrumental motivation. Additionally, the participants of the study expressed positive attitudes towards physical classroom facilities, teaching methods, teachers, and learning achievements in their classrooms, which significantly influenced their decision to enroll in English courses. The study’s findings were used to generate discussion and pedagogical implications concerning approaches for increasing students’ enthusiasm to learn a foreign language. Some recommendations were made for further research on what motivates people to learn a foreign language.