“I WANT TO OVERCOME THE GUY NEXT TO ME”: THE MOTIVATION TO STUDY AND TAKE THE IELTS TEST OF HIGH SCHOOL STUDENTS IN VIETNAM

Abstract

This study investigates the motivational dynamics driving high school students’ engagement in learning and preparing for the International English Language Testing System (IELTS) in the context of its increasing role as a criterion for university admissions in Vietnam. Employing a sequential exploratory mixed-methods research design, the study integrated qualitative and quantitative data collected in succession. The participation of 73 students across grades 10, 11, and 12 at a high school in Ho Chi Minh City indicated that intrinsic motivation exerts limited influence on IELTS-related learning behaviors and test participation. Conversely, external factors and extrinsic motivational orientations demonstrated a strong correlation between IELTS performance and perceived academic advantages (such as scholarships and opportunities for international education) as well as future-oriented objectives (including career prospects and personal aspirations). This research contributes to the expansion of theoretical frameworks concerning language learning motivation in the era of globalization and offers pragmatic insights for stakeholders including parents, educators, and policymakers in designing IELTS-oriented curricula that align with learners’ needs and strategic goals.