Factors Influencing English Learning Motivation Among Non-English Major Students: A Case Study at Ho Chi Minh City University of Industry and Trade

Abstract

This study explores the factors influencing English learning motivation among non-English major students at Ho Chi Minh City University of Industry and Trade (HUIT). Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to examine motivational dynamics within this specific educational context. Findings reveal that motivation is shaped by career aspirations, teaching methods, parental support, and cultural engagement, with variations across age, gender, and proficiency levels. Younger students prioritize immediate academic and career goals, while older students focus on long-term benefits. Female students exhibit stronger cultural motivations, and high-proficiency students demonstrate robust intrinsic drive. Recommendations include tailored instruction, enhanced teacher training, supportive environments, parental engagement, career-oriented programs, and targeted interventions for low-proficiency learners. These insights contribute to understanding motivation in second language acquisition (SLA) and offer practical strategies for improving English education at HUIT and similar institutions.