EXPLORING HIGH SCHOOL STUDENTS’ INVESTMENT IN ENGLISH LANGUAGE LEARNING
DOI:
https://doi.org/10.18173/2354-1075.2025-0070Keywords:
Agency, English language learning, identity, investment, resourceAbstract
Being able to use English fluently has become a priority for students since proficient English users have a wide range of opportunities to develop their education and careers. Nevertheless, the process of English language learning is challenging and complex, which requires students to make a significant investment of time, effort, and motivation in English language learning. This study aims to explore students’ investment in English language learning at a high school in Ho Chi Minh City, Vietnam. A quantitative approach was employed to collect data from a group of 94 tenth-grade students completing a questionnaire. The obtained data were processed in terms of descriptive statistics. The results indicated that students’ investment in English language learning was at a low level. They did not invest much time, effort, and money in commitment to language learning, identity, resources, and agency in English language learning. This study suggests pedagogical implications to booster students’ investment in English language learning in the research context and other similar ones.
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