This study was conducted to investigate the degrees of language learning motivation among Vietnamese EFL full-time and part-time students, focusing on their instrumental and integrative motivations. The results of the study, 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 towards learning the second language, and disclosing numerous approaches to sustain their learning process. Finally, based on the study's findings, suggestions and recommendations for teachers have been highlighted.

Authors:
Huyen-Thanh Nguyen, Hanoi University, Vietnam

About the Presenter(s)
Huyen-Thanh Nguyen (She/Her) is a trained teacher of English Language Teaching and has worked in language education for Vietnamese and international students for over ten years.

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