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Description
This study investigates the relationship between learning motivation, learner autonomy, engagement, and learning strategies and English proficiency among Vietnamese university students, grounded in the Expectancy-Value Theory. A quantitative survey was conducted with 125 non-English-major students at a Vietnamese university, utilizing a structured questionnaire to collect data on psychological and behavioral factors. The data were analyzed using Cronbach’s Alpha to assess scale reliability, Exploratory Factor Analysis to identify factor structures, and linear regression to examine the influence of each factor on English proficiency. The findings reveal that all four factors significantly impact English proficiency, with learning motivation and learner autonomy demonstrating the strongest effects, followed by engagement and learning strategies. The study also explores variations in these factors across gender and academic year, providing insights into how student characteristics shape language learning outcomes. These results highlight the pivotal role of psychological and behavioral factors in effective language acquisition and offer evidence-based insights for integrating these elements into curriculum design and pedagogical practices. The findings provide actionable implications for language educators and university administrators, enabling the development of tailored English language support programs to enhance student outcomes. By addressing motivational and autonomous learning needs, this research contributes to improving English proficiency in Vietnamese higher education, supporting students’ integration into global academic and professional contexts.
Biography
The research team, affiliated with Foreign Trade University, Vietnam, comprises Nguyen Thi Phuong Thanh, Nguyen Phuong Trang, Pham Thuc Vi, and Pham Ngoc Phuoc An, focusing on enhancing English proficiency among university students through innovative educational approaches.
Nguyen Thi Phuong Thanh specializes in language education and translation, with over five years of experience as an IELTS instructor, successfully guiding numerous students to achieve their target scores. She has also contributed to international events and projects requiring advanced English proficiency, enriching her expertise in cross-cultural communication.
Nguyen Phuong Trang brings expertise in learner autonomy, having researched effective strategies to empower non-English-major students in their learning journeys. With a strong background in TESOL, she has extensive experience teaching English to young learners, fostering their language development through autonomous learning techniques.
Pham Thuc Vi focuses on engagement strategies, with a background in designing interactive curricula to enhance student participation in language classrooms, particularly for non-English majors, promoting active and effective learning environments.
Pham Ngoc Phuoc An leads research on learning strategies, drawing from her extensive experience as an English major and her passion for language education, contributing to the development of tailored language support programs.
Together, the team aims to improve English education in Vietnamese higher education through evidence-based pedagogical practices.
