Demotivating Factors in English Language Learning Among Non-English Major University Students in Vietnam: A quantitative study

Abstract

This study investigates demotivating factors in English language learning among 479 non-English major undergraduate students at a public university in Vietnam, drawing on Self-Determination Theory (SDT) as its theoretical framework. A quantitative survey design was employed, using a researcher-developed 23-item questionnaire organized around five SDT-informed factors: lack of autonomy, low perceived competence, lack of relatedness, irrelevance of English to personal goals, and external pressure and amotivation. Descriptive statistics and independent samples t-tests were conducted using SPSS 27. The results indicate that the irrelevance of English to personal goals was the most prominent demotivating factor (M = 4.00), followed by lack of autonomy (M = 3.97) and lack of relatedness (M = 3.79), while low perceived competence (M = 3.02) and external pressure (M = 3.00) were least salient. Gender differences were statistically significant on three factors, with female students reporting higher demotivation related to autonomy, competence, and relatedness, though the difference for relatedness would not survive Bonferroni correction. These findings suggest that curriculum reform to enhance the perceived relevance of English and instructional approaches that support learner autonomy and belonging may help reduce demotivation in compulsory EFL programmes.