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Description
Intrinsic motivation remains a persistent challenge in Vietnamese tertiary EFL education, where teacher-centered instruction often results in passive engagement and limited long-term investment in English learning. This study investigated the effect of an eight-week peer teaching programme on third-year EFL students’ intrinsic motivation within the framework of Self-Determination Theory. A one-group pre-test post-test design was employed with 68 English Language students at a Vietnamese university. Data were collected using an adapted version of the Intrinsic Motivation Inventory, consisting of 20 items across four subscales: Interest/Enjoyment, Perceived Competence, Effort/Importance, and Perceived Autonomy. Paired-samples t-tests were conducted to compare pre-test and post-test scores, with normality assumptions satisfied. Results revealed a statistically significant increase in overall intrinsic motivation, t(67) = 6.676, p < .001, d = 0.810. All subscales also showed significant improvements, with Effort/Importance demonstrating the largest gain. These findings suggest that structured peer teaching can enhance intrinsic motivation and support a pedagogical shift from form-focused EFL instruction toward more communicative, learner-centered ESL-oriented practices in tertiary contexts.
