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

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