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As higher education expands in Vietnam's educational environment, academic performance has become crucial for both classroom assessment and future occupation. This research examines the relationship between students' motivation, learner autonomy, and academic performance among English-major students at HUFLIT. It specifically analyzes the strong interaction of students’ intrinsic and extrinsic motivation on their learning autonomy and subsequent academic results, encompassing GPA, class participation, and English proficiency.
This study utilized a mixed-methods approach, combining quantitative data from 145 undergraduates with qualitative insights derived from semi-structured interviews with 12 participants. Partial Least Squares Structural Equation Modeling (PLS-SEM) examined proposed relationships, whereas thematic analysis documented lived experiences.
The findings indicate that learner autonomy significantly mediates the motivation-performance relationship. Intrinsic motivation demonstrated the most substantial effects on both learner autonomy (β = 0.618, p < 0.001) and academic performance (β = 0.395, p < 0.001), whereas extrinsic motivation exhibited less robust despite statistically significant effects (β = 0.244 and β = 0.123). The qualitative analysis identified four majors themes: (1) the internalization of extrinsic motivation, (2) autonomy as a proactive mechanism for addressing academic performance setbacks, (3) the incorporation of informal digital immersion, and (4) resilience strategies employed by high-achieving individuals.
This study situates Self-Determination Theory and Self-Regulated Learning frameworks within Vietnamese higher education, providing practical insights for educators and administrators in cultivating autonomous learning environments that maintain motivation and improve English language education outcomes.
Keywords: Academic Performance, Learner Autonomy, Intrinsic Motivation, Extrinsic Motivation, Self-Regulated Learning, HUFLIT
