Scenario 1
Learning motivation has been traditionally identified to be very important for EFL students’ learning outcomes. There are two types of motivation, namely intrinsic and extrinsic motivation. Research has shown that learning engagement triggered by intrinsic goals results in better academic success and test performance than the engagement triggered by extrinsic goals (Huang 2011; Vansteenkiste et al., 2004). This is an interesting finding; however, such a study has never been conducted in Ho Chi Minh City. Therefore, the current research aims to check if similar results can be identified with Vietnamese students learning English as a foreign language.
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