Abstract
This study investigated the degrees of language learning motivation among Vietnamese EFL full-time and part-time students, focusing on their instrumental and integrative motivations. The study's results, involving 271 students from a public higher education institution, revealed that Vietnamese students have high levels of language learning motivation. Full-time students, particularly, have higher levels of integrative motivation, whereas part-time students have higher levels of instrumental motivation. Furthermore, the current study's qualitative data reveals EFL students’ intuitive understanding of the term ‘language learning motivation’ was rather close to that of the literature. Upon their consideration of the importance of English, EFL students in Vietnam have positive attitudes toward learning a second language and disclose numerous approaches to sustain their learning process. Finally, based on the study's findings, suggestions and recommendations for teachers have been highlighted.
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Huyen-Thanh Nguyen, Hanoi University, Vietnam
Paper Information
Conference: BCE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
Nguyen H. (2023) Language Learning Motivation Among Vietnamese EFL Students ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.31
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.31
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