Learners’ motivation and identity in the Vietnamese EFL writing classroom

Tran, Ly Thi 2007, Learners’ motivation and identity in the Vietnamese EFL writing classroom, English teaching: practice and critique, vol. 6, no. 1, pp. 151-163.

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Title Learners’ motivation and identity in the Vietnamese EFL writing classroom
Author(s) Tran, Ly ThiORCID iD for Tran, Ly Thi orcid.org/0000-0001-6543-6559
Journal name English teaching: practice and critique
Volume number 6
Issue number 1
Start page 151
End page 163
Total pages 13
Publisher University of Waikato
Place of publication Hamilton, New Zealand
Publication date 2007-05
ISSN 1175-8708
Keyword(s) Vietnamese EFL students
learner motivation
academic writing
Summary The study reported in this paper explores issues of motivation and learners’ identity in English as a Foreign Language (EFL) writing classroom in Vietnam from the perspectives of the learners. It was conducted with thirty English-major students at a university in central Vietnam. While relevant literature appears to place much emphasis on students’ extrinsic motivations related to institutional needs, their linguistic needs, and social needs in learning EFL writing, students are not only concerned with these but more significantly, with their intrinsic motivations such as their interest, passion and inspiration, which are linked to their personal and cultural needs in writing. Students in this study show their potential to write independently, creatively and passionately if they are really motivated. This reflects an image of students who are able and ready to write with a sense of authorship in a foreign language, which is different from how they appear to be in the routine described with writing as imitating the model and developing some preconceived ideas. The research also suggests that decisions about appropriate methods and materials for teaching writing in the study context need to be based on a comprehensive interpretation of not only the visible signs or visible needs mainly shaped by institutional requirements and social expectations but also what is deep inside students’ act of writing in a foreign language involving their own cognitive and affective process embedded in their unrecognised needs.
Language eng
Field of Research 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2007
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055981

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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