Motivational Orientations of Learning English as a Foreign Language: A Survey at a Private University in Vietnam
DOI:
https://doi.org/10.17507/jltr.1606.16Keywords:
motivational orientation, self-determination theory, extrinsic, intrinsic, genderAbstract
Motivation plays a crucial role in determining the success of language learning, but it is a multifaceted and dynamic phenomenon influenced by various internal and external factors. This empirical study investigates EFL students’ preferred motivational orientations, intrinsic and extrinsic factors as well as gender differences in learning English as a foreign language at a private university in Southern Vietnam. In the study, 320 male and female students majoring in English Studies at a faculty of languages of the university were involved as participants. The data was collected through questionnaires. The results showed that the students’ motivational orientations of learning English were at a high level both extrinsically and intrinsically. Besides, the majority of the students were more extrinsically motivated to learn English, and their extrinsic motivations were focused on career and economic enhancement and on communicating and affiliating with foreigners. In terms of gender differences, it was found that female students were more extrinsically motivated than male students in learning English. The study also provides evidence-based implications for EFL students, teachers and administrators, who are interested in integrating English learning motivation into learning and teaching the language.
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