This study explores the factors influencing IELTS (International English Language Testing System) learning motivation among university students in Vietnam. A quantitative approach was employed, with data collected from 104 university students through surveys. The results show that four types of motivation influence IELTS learning: intrinsic, extrinsic, integrative, and instrumental motivation. While intrinsic motivation helps learners maintain interest and perseverance in the long term, extrinsic motivation encourages students to pursue clear academic and career goals. Integrative motivation helps students understand the societies and cultures of the world, while instrumental motivation enables learners to use English as a means of achieving practical goals and communicating effectively. In particular, motivation did not differ significantly between education majors and non-education majors, indicating a shared understanding of the benefits of English proficiency. These findings...
This study explores the factors influencing IELTS (International English Language Testing System) learning motivation among university students in Vietnam. A quantitative approach was employed, with data collected from 104 university students through surveys. The results show that four types of motivation influence IELTS learning: intrinsic, extrinsic, integrative, and instrumental motivation. While intrinsic motivation helps learners maintain interest and perseverance in the long term, extrinsic motivation encourages students to pursue clear academic and career goals. Integrative motivation helps students understand the societies and cultures of the world, while instrumental motivation enables learners to use English as a means of achieving practical goals and communicating effectively. In particular, motivation did not differ significantly between education majors and non-education majors, indicating a shared understanding of the benefits of English proficiency. These findings contribute to a deeper understanding of student motivation in the context of the growing popularity of IELTS, thereby providing insights for developing strategies to enhance learner engagement and success in IELTS achievement.The research employed a questionnaire distributed to 104 university students currently enrolled in IELTS programs. An explanatory mixed-methods approach was used in data collection through a questionnaire and follow-up interviews. The findings reveal that intrinsic motivators like enjoyment of learning and a commitment to self- improvement play a significant role, even amidst limitations on in-person learning. Additionally, students are driven by the perceived value of IELTS for academic and career advancement. Notably, motivation does not differ significantly between pedagogy and non-pedagogy majors, suggesting a general understanding of the benefits of English language proficiency. These insights contribute to a deeper understanding of student motivation in the context of IELTS preparation, informing strategies to enhance their engagement and success.