A study of non-English majoring students' proactivity toward English language acquisition at Ho Chi Minh City University of Food Industry





English, students, teachers, attitude, proactivity


Learners' ability and attitude are usually the most important determinants of language acquisition success. If students have passive initiatives in thinking and acting, it might have negative consequences. The study's goals are to investigate students' proactivity in learning English, discover the disparities in factors faced by three specializations, and draw some teaching implications at Ho Chi Minh City University of Food Industry (HUFI). This study used qualitative descriptive research of 108 non-English-majored students from Business Administration, Food Technology, and Mechanical Engineering who attended a fifteen-week English 1 course. The survey of three questions with twelve items covers behavioral, cognitive, and emotional aspects of language attitudes. The findings reveal that students generally have an average proactive attitude toward English. On the other hand, the three majors are very different in terms of gender and attitudes toward English. Mechanical students had a little less proactive attitude than students in the other two specializations.

Author Biography

Ngo Thi Ngoc Hanh, Ho Chi Minh City University of Food Industry, Vietnam

Ngo Thi Ngoc Hanh was born in Ben Tre, Vietnam, in 1977. From 1999 to 2004, she was a high school English teacher in Ben Tre. Then, from 2004 to 2022 she worked as a teacher of English at the Department of Foreign Languages, HUFI, as a Lecturer. She received her Master of BA from Apollos University in 2007. She is now in charge of topics such as speaking, English for Basic Marketing, and commercials. Her current research interests include non-English majoring students' proactivity toward English language acquisition.


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How to Cite

Ngo, T. N. H. (2022). A study of non-English majoring students’ proactivity toward English language acquisition at Ho Chi Minh City University of Food Industry. International Journal of TESOL & Education, 2(3), 235–245. https://doi.org/10.54855/ijte.222316