Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective

The purpose of this study was to investigate Vietnamese non-English majors' motivation learn English as a foreign language (EFL) based on the activity theory perspective. participants included 1,565 students with at least one semester university-level English, whom 13 participated in semi-structured interviews. data collected using five-point Likert scale and desire surveys 16 items individual face-to-face results from quantitative qualitative strands indicated that were highly motivated English. sources such obtaining good job future, achieving success academic studies, maintaining effective communications foreigners, having personal enjoyment, being influenced by other people. In addition, they not only more internally (rather than externally) motivated, but also demonstrated strong motivational intensity enhance their competence. Moreover, there positive relationship between internal intensity, whereas weak correlation external intensity. Activity used lens elaborate discussion learners’ study. findings current can be stakeholders, EFL educators, decision-makers curriculum developers, understand about terms psychological issues design appropriate programs increase learning motivation.