Validation of a Vietnamese Questionnaire on English Learning Investment Among University Students

Background/purpose. Accurate measurement is crucial for effective instructional methods. Therefore, the purpose of this study is to develop a reliable and validated Vietnamese questionnaire to assess Vietnamese students’ learning investment across different aspects.

Materials/methods. This study adopted the English version of the questionnaire by Dauzón-Ledesma and Izquierdo (2023), which was then translated into Vietnamese. This four-point Likert-scale questionnaire was designed to measure language-learning investment among undergraduate students in Vietnam, to develop a new version for the Vietnamese context following validation. The questionnaire was delivered to 351 students from three universities in southern Vietnam.

Results. The results revealed four key dimensions: Motivation, Necessity, Engagement, and Agency in the instrument. The motivation dimension plays the most substantial role in boosting students’ learning investment. Fewer items were observed in this validated version.

Conclusion. Motivation, necessity, engagement, and agency are conducive to students’ learning investment, with more emphasis on motivation. The results also suggest redefining these dimensions to minimize cross-factor loadings, thereby leading to more refined dimensions for this construct.

Keywords: Agency, engagement, learning investment, motivation, necessity, undergraduate students

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