Agency and Motivation Mediation in Necessity-Engagement in EFL Learning Among Vietnamese Undergraduates

Abstract

Given the global importance of English, this study examined the impact of necessity of learning English on English learning engagement, with learners’ motivation and learner agency playing mediation roles. The study collected responses from 351 non-English majored EFL (English as a foreign language) learners across three universities in southern Vietnam using a self-report survey. The study examined 10 hypotheses by using partial least squares structural equation modelling (PLS-SEM). The results show that the model proposed in the study was a strong predictor for engaging learners in learning English. While the necessity of learning English does not directly correlate with English learning engagement or learners’ motivation, it has a positive influence on learner agency alone. While learners’ motivation only affects English learning engagement, learner agency fully mediates the relationship between the necessity of learning English and English learning engagement. As learner agency positively affects learners’ motivation and learners’ motivation predicts English learning engagement, it has created a chain mediation from necessity of learning English to learner agency, to learners’ motivation, and ultimately to English learning engagement. These results suggest that educational policymakers should employ teaching strategies that focus on enhancing learner agency and learners’ motivation to foster English learning engagement. Plain Language Summary Agency and Motivation Mediation in Necessity-Engagement in EFL Learning Among Vietnamese Undergraduates Introduction: This study proposed a framework to boost EFL students’ engagement in learning English as a foreign language, with learning agency and students’ motivation playing mediating roles. Method: 351 students were recruited for the study. Structural Equation Modelling approach - PLS was employed to explore the relationships of the necessity of learning English with learning engagement, learning agency, and students’ motivations. The analysis also involved exploring the relationship between learning agency and students’ motivation with learning engagement. Findings: While the necessity of learning English does not directly correlate with English learning engagement or learners’ motivation, it has a positive influence on learner agency alone. While learners’ motivation only affects English learning engagement, learner agency fully mediates the relationship between the necessity of learning English and learners’ engagement. Learner agency also positively affects learners’ motivation, highlighting its critical role in fostering deeper student engagement. Learners’ motivation was also found to predict engagement. Recommendations: Educational policymakers should employ teaching strategies that focus on enhancing learner agency to foster EFL learning engagement.