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Description
In Vietnam, Decision No. 2371/QĐ-TTg (October 27, 2025) underscores the need to develop English-use environment in educational institutions, where English is not only taught as a subject but also serves as a medium for instruction, professional communication, and everyday interaction. Such an environment requires the sustained and meaningful integration of English across multiple institutional domains, including teaching, administration, and student services. In this regard, university staff play a crucial yet often under-recognized role in facilitating daily communication and maintaining the continuity of English use beyond the classroom. However, unlike students or academic staff, they face significant challenges in developing English proficiency due to heavy workloads, limited access to structured learning, and fewer opportunities for consistent practice. In light of this context, this study investigates factors influencing English learning motivation among 17 adult employees in a workplace-based English course at a Vietnamese university. The course, conducted during office hours and taught by an American instructor, emphasized situational teaching and real-life communication. Using a qualitative TESOL case study design, data were collected through questionnaires, interviews, and classroom observations. Findings indicate that motivation was enhanced by situational teaching, authentic interaction, and a supportive yet structured environment, while work pressure and speaking anxiety reduced motivation. The study offers practical implications for designing workplace English programs that enhance motivation and communicative competence, while highlighting the undervalued role of university staff in sustaining English-use environment.
