Abstract
Goal-setting behavior for learning courses displayed by college students of English as a foreign language (EFL) has yet to be substantively documented in the current literature. The present study, therefore, examined this topic to activate students’ goal-setting behavior in learning, which is deemed to increase their engagement in learning and ability to initiate action plans for goal attainment. The study results also provide pedagogical implications for teachers to tailor their teaching methods, techniques, and course contents in alignment with students’ goals. Thus, the main research questions raised in the study are what goal patterns students set for their specific learning courses and what action plans they make to meet the goals set. For data collecting instruments, an assignment template was completed by 58 EFL students from a university in Vietnam, followed by short phone conversations between the researcher and involved students for self-report validity. The analyzed data results identify three common goal-setting patterns displayed by students and confirm their ability to self-initiate action plans for set goals.
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