Adapting the MSLQ for Vietnamese Language Learners in Taiwan: A Multidimensional Approach to Motivation

Adapting the MSLQ for Vietnamese Language Learners in Taiwan: A Multidimensional Approach to Motivation

This study investigates the motivational constructs underlying Vietnamese language learning among Taiwanese university students by adapting and validating the Motivated Strategies for Learning Questionnaire (MSLQ). Using both Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA), the research identifies a three-factor model suited to small samples and a five-factor structure reflecting distinct motivational and strategic domains. The findings highlight the influence of gender, academic year, and school location on learners’motivation, with rural students exhibiting more collaborative and achievement-oriented tendencies. The study contributes to the contextualization of psychological instruments in non-WEIRD settings and emphasizes the importance of heritage and immigrant languages in Taiwan's evolving multilingual policy landscape.