Extrinsic and intrinsic motivations for learning english as a foreign language (efl) of students of public universities in Ho Chi Minh city. The article examines the reasons the students of public universities in Ho Chi Minh City have for studying English. It also looks at the relationship between the students’ extrinsic and intrinsic motivation factors in studying English. | Tạp chí Khoa học Ngôn ngữ và Văn hóa ISSN 2525-2674 Tập 1, Số 3, 2017 EXTRINSIC AND INTRINSIC MOTIVATIONS FOR LEARNING ENGLISH AS A FOREIGN LANGUAGE (EFL) OF STUDENTS OF PUBLIC UNIVERSITIES IN HO CHI MINH CITY Le Hong Linh* Foreign Trade University, Ho Chi Minh Campus Received: 18/09/2017; Revised: 25/10/2017; Accepted: 27/12/2017 Abstract: The article examines the reasons the students of public universities in Ho Chi Minh City have for studying English. It also looks at the relationship between the students’ extrinsic and intrinsic motivation factors in studying English. The article adapted the motivation section measuring the value component of motivation; the expectancy component of motivation including Control of learning beliefs and Self-efficacy for learning and performance; and the affective component of motivation as Test anxiety. The results of the study show that all five value components of motivation namely Goal orientation, Task value; Control of learning beliefs, Self-efficacy for learning and performance; and Test anxiety are significantly related to the extrinsic motivation while only Goal orientation and Task value are significantly related to the intrinsic motivation. Key words: extrinsic motivation, intrinsic motivation, learning English, public university 1. Introduction Literature Review Distinction between intrinsic and extrinsic motivation and self-determination theory Deci & Ryan stated that motivation is a multi-dimensional construct. Even a brief reflection suggests that motivation is hardly a unitary phenomenon (Deci & Ryan, 2000). People have not only different amounts, but also different kinds of motivation. That is, they vary not only in level of motivation. A student could be motivated to learn a new set of skills because he or she understands their potential utility or value or because learning the skills will yield a good grade and the privileges a good grade affords. Therefore, as confirmed by Deci & Ryan (2000), the amount of
