Articles

The Motivations of Non-English Major Students: A Case Study at a Private University in Ho Chi Minh City

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Motivation is considered as attitudes toward the teacher, students, coursework, curriculum-related activities, and all other elements of the state in which a language is taught. This definition of motivation in language learning emphasizes that it is a complex concept because motivation is not only the cognitive attitude of the learner but also related to many other factors, such as teachers, curriculum, and other elements of the learning environment (Gardner, 1985). This study aims to identify the motivations of second-year non-English major students at a private university in Ho Chi Minh City and the factors that significantly influence their learning motivation. Data were collected from 200 students through a questionnaire, which was developed based on the results of group interviews with 10 students. The research applied a mix-methods approach. The findings indicate that extrinsic motivation strongly influences students’ language learning, with factors as job opportunity, learning environment, and teaching method having a positive impact. Based on these findings, the study proposes strategies to leverage extrinsic motivation to enhance students’ learning outcomes.

EFL Teachers’ Beliefs and Practice of Code-Switching: A Case Study at Ba Ria – Vungtau University

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This paper presents the practice, including the forms and functions, and beliefs of code-switching practiced by EFL teachers in classroom instruction in the context of a university in Ba Ria – Vung Tau province. Three instruments will be employed in this research including classroom observation, questionnaires, and semi-structured interviews with the participation of 9 EFL teachers and 59 students. The aims of this research are to (1) investigate the functions and forms of code-switching that teachers employed in their classrooms; (2) investigate how teacher’s beliefs and attitudes toward employing code-switching; (3) research for the similarities, and differences between teacher’s opinion and their actual practice of code-switching in 9 EFL classrooms from a case study at Ba Ria – Vung Tau University (BVU).