Abstract
This study examined influential factors and teaching styles that affect language learning motivation among TOEFL iBT (Test of English as a Foreign Language internet-Based Test) learners in a sample of 21 Vietnamese adolescents. A questionnaire and semi-structured interview were used to collect data. Thematic analysis revealed that (a) teacher and teaching methods are the two most prominent influential factors affecting language learning motivation of TOEFL iBT Vietnamese adolescent learners; and (b) regardless of adolescence development stage, facilitator and delegator teaching styles motivate Vietnamese adolescent learners most in their TOEFL iBT studies. New insights into discussion on language learning motivation and on the nature of TOEFL iBT teaching in Vietnam are also addressed. The article provides some pedagogical implications for TOEFL iBT teachers in Vietnam and in similar EFL (English as a Foreign Language) contexts.
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