ABSTRACT
This chapter explores the motivation of learners of English as a foreign language (EFL) in a Vietnamese context, as viewed through the lens of complexity theory. Traditionally, motivation to learn a language was considered to be either integrative (wanting to be accepted into the target language community) or instrumental (seeking material rewards through learning a second language). However, when the motivation to learn EFL is viewed in the context of learners' sociocultural lives, it is dynamic and fluid.
This analysis provides support for the complexity of English-language learners' motivation. While many students in Vietnam choose to learn English because they are interested in the cultures of English-speaking peoples, their levels of motivation vary depending on the school context. Despite their ambivalent attitudes towards learning English in formal school settings, students showed varied investment and engagement outside of school, where the roles of significant others—including parents, teachers, friends and relatives—were influential factors. Pedagogically, an innovation in teaching EFL in a Vietnamese context requires embedding the cultural factors of English-speaking communities into language teaching and learning practices, and taking learners' backgrounds into consideration when designing curriculum.
