Huy, Phung Van2020-05-122020-05-122016http://hdl.handle.net/10125/67827Second language motivation has been well-researched in SLA and has a consistent positive correlation with learning achievement, which is empirically supported by many studies in different contexts with different second languages (Masgoret & Gardner, 2003). However, except for a few recent studies (Dörnyei & Chan, 2013; Henry & Cliffordson, 2013), little is known about how motivation differs when learners attempt to study more than one foreign language simultaneously. This paper reports on how university students in Vietnam are motivated to learn both English and Mandarin. Conceptualizing motivation via the L2 Motivational Self System, proposed and validated by Dörnyei and other scholars, 154 Vietnamese university students were given a motivation questionnaire. Using both quantitative and qualitative profile analyses, the results generally indicated that students have different motivations for learning English and Mandarin.32 pagesen-USWorking Paper