A Comparison of Motivation to Learn English between English Major and Non-English Major Students in a Vietnamese University

Autor/inn/en	Ngo, Huong; Spooner-Lane, Rebecca; Mergler, Amanda
Titel	A Comparison of Motivation to Learn English between English Major and Non-English Major Students in a Vietnamese University
Quelle	In: Innovation in Language Learning and Teaching, 11 (2017) 2, S.188-202 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2015.1094076
Schlagwörter	Comparative Analysis; Majors (Students); Nonmajors; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Student Motivation; College Students; Self Determination; Learning Motivation; Student Attitudes; Academic Aspiration; Vietnamese People; Measures (Individuals); Prediction; Correlation; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schulische Motivation; Collegestudent; Selbstbestimmung; Motivation for studies; Lernmotivation; Schülerverhalten; Messdaten; Vorhersage; Korrelation; Statistische Analyse; Multivariate Analyse
Abstract	Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the findings of a quantitative study designed to investigate the types of motivation demonstrated by English major (n = 180) and non-English major students (n = 242), and their levels of effort expended in learning English in a Vietnamese university. The findings revealed that both groups demonstrated high levels of motivation to learn English to prepare for their future profession. English major students felt more intrinsically motivated and less obligated to learn English. In addition, for both groups, intrinsically motivated students invested the highest levels of effort in learning English. This paper argues that it is imperative for lecturers to foster students' intrinsic aspirations to learn English to improve the quality of the teaching and learning of English in Vietnamese higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01