VietTESOL International Convention 2026

This study aims to explore English learning motivation among non-English major students at a private university in Vietnam. Drawing on the “L2 Motivational Self System” framework of Zoltán Dörnyei, it examines the influence levels of the three core components in constructing students’ English learning dynamics. A quantitative research method was employed with a questionnaire administered to approximately 300 students, using five-point Likert scale. The collected data were analyzed through descriptive statistics, correlation, and multiple regression analysis. The results reveal a distinct difference among the three affecting factors in which Ought-to L2 Self emerges as the strongest predictor of English learning motivation, suggesting that students are primarily driven by external requirements such as examinations, course completion, and certification demands. In contrast, Ideal L2 Self appears to be relatively weak, indicating that students have not yet developed an obvious image of themselves as future users of English. L2 Learning Experience exerts a moderate impact and seems to rely heavily on classroom practices and teaching-related aspects. The findings emphasize that it is necessary to shift learners from obligation-driven learning to stronger intrinsic motivation by enhancing classroom experiences and developing students’ Ideal L2 Self through vision-building activities, meaningful communication tasks, and career-oriented learning situations.