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Issues in Educational Research, 2022, Vol 32(2), 681-700.
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Learning motivation of Vietnamese EFL learners in fully online classes during Covid-19: A mixed methods study

Thi Thanh Huyen Phuong
FPT University, Vietnam

Learning motivation is a critical factor in learners' decision to commit, or not commit, to learning tasks. This study investigates the extent and working components of learning motivation in a fully online English as a foreign-language (EFL) course amid Covid-19, drawing upon data from focus groups and a survey delivered to 183 students in an English preparation course (EPC) which was conducted fully online via a video conferencing platform, Google Meet. Both data sources revealed that students were generally motivated both intrinsically and extrinsically, but extrinsic motivation seemed to be more powerful. Also, all components of motivation were found to be at play with identified regulation as the most significant influence. The study additionally reveals several factors which contribute greatly to learning motivation within the online course, including especially pedagogical strategies, teacher support, the perceived usefulness, effectiveness and entertainment values of the course among others. Based on the findings, pedagogical implications and recommendations for further research are discussed.
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Authors: Thi Thanh Huyen Phuong has been involved in English teaching for two decades. She recently attained her PhD in TESOL at the University of Technology, Sydney, Australia. Her research interests include pronunciation pedagogy and the use of ICT in English classes. Huyen is working as a lecturer-researcher in the Department of English, FPT University, Hanoi, Vietnam.
ORCID: https://orcid.org/0000-0002-7874-9658
Email: huyenptt3@fe.edu.vn

Please cite as: Phuong, T. T. H. (2022). Learning motivation of Vietnamese EFL learners in fully online classes during Covid-19: A mixed methods study. Issues in Educational Research, 32(2), 681-700. http://www.iier.org.au/iier32/phuong.pdf

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