English Learning Motivation Among Southern Vietnamese Physical Education Students

Abstract

Understanding learners’ motivation is essential for improving English as a Foreign Language (EFL) instruction. However, limited research has examined English learning motivation among Physical Education (PE) students in Vietnam. Grounded in Self-Determination Theory, this study aimed to develop and validate a motivation scale and examine the motivational characteristics of PE students in Southern Vietnam. Data were collected from 603 students at six universities. Exploratory factor analysis supported a four-factor structure consisting of intrinsic motivation, identified regulation, introjected regulation, and external regulation. The final 18-item scale demonstrated satisfactory reliability and construct validity. Descriptive results showed that autonomous motivations, intrinsic motivation (M = 3.75) and identified regulation (M = 3.69), were more prominent than controlled motivations. Independent t-tests and ANOVA indicated no statistically significant differences in motivation across gender or academic year. However, differences across universities were observed in controlled forms of motivation, particularly external regulation and introjected regulation. These findings suggest that PE students demonstrate relatively strong autonomous motivation for learning English, highlighting the importance of instructional approaches that enhance intrinsic engagement and connect English learning with sport-related professional contexts.