Bài báo khoa học

It is common knowledge that motivation exerts a crucial impact on language learning achievement. Existing literature has pointed out that ESL/EFL learners can achieve high scores if they are motivated appropriately, either instrumentally or integratively. Nonetheless, little has been done about the influence of these motivational variables on nonEnglish majored students in an EFL setting. This paper aims to shed light on the correlation between the two primary types of motivation and non-English majors’ EFL achievements, thereby giving suggestions on how to motivate them to learn English. The data obtained from a questionnaire-based survey of 150 non-English majors at Vinh University was analyzed by Pearson Product Moment in the program of Statistical Product and Services Solutions (SPSS). The results show that there was a positively significant correlation between intrinsic motivation and non-English majored students’ language learning achievement while there was no correlation between students with extrinsic motivation and their English proficiency achievement.