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Description
This study analyzes the impact of Vietnamese university students’ expectancy beliefs on their achievement in English. Anchored on the motivation expectancy-value theory (Eccles & Wigfield, 2002), the study is based on data from 1,207 non-English major students enrolled in compulsory English classes from three universities in Ho Chi Minh City.
This study emphasizes the construct regarding expectancy of success. Correlational analysis was performed in order to determine how students’ expectancy beliefs influenced their performance on end-of-semester English examinations. Results indicate a notable positive correlation: students with higher expectancies of success in English did score higher on English tests. This finding indicates that students’ confidence with regards to performing relevant tasks is highly determinant of their achievement.
These results emphasize the need to review English language teaching methods in the context of higher education in Vietnam. Educators can facilitate stronger and more enduring motivation towards learning by positively influencing students’ expectancies. Recommended practices include providing feedback that fosters the expectation of success, setting optimally challenging milestones, and acknowledging student effort and progress to enhance confidence and perseverance.
The focus of the research contributes to the existing attempts to improve students’ motivation in the context of English as a foreign language in Southeast Asia. By focusing on expectancy as one of the prime determinants of academic performance, this study provides practical guidance grounded in empirical research for teachers, curriculum developers, and educational policymakers on how to motivate students and enable them to succeed through informed teaching strategies.
Biography
Dr. Truong Cong Bang is a lecturer at Ho Chi Minh City University of Industry and Trade. He earned his Ph.D. from the University of Newcastle, Australia. His research interests include English language teaching in higher education, motivational theories (expectancy-value, self-efficacy), technology-based assessment, and research methodology in applied linguistics.
