The results are of significant importance since Vinh University is applying CDIO approach in teaching methods and designing curriculum. | V. T. V. Huong, N. T. Tuong / Explore the motivations behind studying English EXPLORE THE MOTIVATIONS BEHIND STUDYING ENGLISH A CASE STUDY OF FIRST YEAR PEDAGOGICAL STUDENTS AT VINH UNIVERSITY Vu Thi Viet Huong, Nguyen Thi Tuong Department of Foreign Languages, Vinh University Received on 07/12/2017, accepted for publication on 22/4/2018 Abstract: Motivation is crucial factor in the success of language learning. A great deal of research has been done so far to explore proper methods to motivate students to study English effectively. Personally, it is our concern that there are a number of difficulties in motivating students to study, especially for teachers of foreign languages in general and for EFL instructors in particular. The purpose of this article is, therefore, to obtain an overview of Vietnamese students’ motivations for learning English and teachers’ tasks in relation to motivation, to report on the author’s experience in real teaching situations at Vinh University, and to present some pedagogical implications. The results are of significant importance since Vinh University is applying CDIO approach in teaching methods and designing curriculum. I. BACKGROUND The term “motivation” is undẹrstopd as “some kind of internal drive that encourages somebody to pursue a course of action” (Harmer 1994, ) and as the “extent to which you make choices about (a) goals to pursue and (b) the effort you will devote to that pursuit”. (Brown 1994, p. 34). The matter of motivation has received a great deal of interest of a number of theorists. Different people have examined motivation from different aspects, yet all have one thing in common, which is to recognise the importance of motivation in learning achievement. Ur (1996, p. 274) believed that “learners’: motivation makes teaching and learning immeasurably easier and more pleasant as well, as more productive”. Meanwhile, Cook (1996, p. 98) suggested that “teacher may have to go along with the students’ motivation .
