Designing for Engagement: The Motivational Impact of Aesthetic Learning Spaces in Vietnamese EFL Classrooms
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| Title: | Designing for Engagement: The Motivational Impact of Aesthetic Learning Spaces in Vietnamese EFL Classrooms |
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| Language: | English |
| Authors: | Thang Ho-Minh (ORCID |
| Source: | Educational Process: International Journal. Article e2025378 2025 17. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Aesthetics, Classroom Environment, Classroom Design, English (Second Language), Second Language Instruction, Second Language Learning, Undergraduate Students, Student Attitudes, Business English, Student Motivation |
| Geographic Terms: | Vietnam |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: This study investigates the educational influence of artistically enriched learning environments on the motivation of Vietnamese undergraduate students enrolled in Business English programs. While prior research has increasingly acknowledged the role of physical space in shaping learning outcomes, few studies have critically examined the psychological and motivational impact of aesthetic classroom design, particularly in Southeast Asian higher education contexts. Grounded in Self-Determination Theory, Flow Theory, and Place Identity Theory, the research addresses how artistic spaces affect students' intrinsic, extrinsic, and emotional dimensions of learning motivation. Materials/methods: A mixed-methods design was employed, integrating quantitative survey data with qualitative responses from open-ended questions. The survey, adapted from validated instruments and refined to fit the aesthetic context of the University of Economics Ho Chi Minh City (UEH), was completed by 558 Business English students. Quantitative data were analyzed using SPSS for descriptive statistics, reliability (Cronbach's alpha), exploratory factor analysis (EFA), t-tests, correlations, and regression analyses. Thematic content analysis was used to interpret students' open-ended reflections on their learning environments. Results: The findings reveal a strong positive correlation between students' perceptions of artistic learning spaces and their motivational outcomes. Aesthetic features such as harmonious lighting, green spaces, student-curated art, and flexible furniture significantly predicted levels of intrinsic motivation and emotional engagement. Gender differences were also evident, with female students reporting higher emotional responsiveness. Qualitative data supported these results, with students describing enhanced concentration, identity formation, and academic pride linked to aesthetic environments. Conclusion: Artistically enriched educational spaces hold substantial promise for motivating EFL learners by satisfying psychological needs, fostering immersion, and enhancing emotional engagement. This study affirms the value of integrating artistic elements into spatial and pedagogical design. Nevertheless, strategic institutional investment, student co-design, and educator training are essential to optimize such environments for learning effectiveness, well-being, and inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483612 |
| Database: | ERIC |
| Abstract: | Background/purpose: This study investigates the educational influence of artistically enriched learning environments on the motivation of Vietnamese undergraduate students enrolled in Business English programs. While prior research has increasingly acknowledged the role of physical space in shaping learning outcomes, few studies have critically examined the psychological and motivational impact of aesthetic classroom design, particularly in Southeast Asian higher education contexts. Grounded in Self-Determination Theory, Flow Theory, and Place Identity Theory, the research addresses how artistic spaces affect students' intrinsic, extrinsic, and emotional dimensions of learning motivation. Materials/methods: A mixed-methods design was employed, integrating quantitative survey data with qualitative responses from open-ended questions. The survey, adapted from validated instruments and refined to fit the aesthetic context of the University of Economics Ho Chi Minh City (UEH), was completed by 558 Business English students. Quantitative data were analyzed using SPSS for descriptive statistics, reliability (Cronbach's alpha), exploratory factor analysis (EFA), t-tests, correlations, and regression analyses. Thematic content analysis was used to interpret students' open-ended reflections on their learning environments. Results: The findings reveal a strong positive correlation between students' perceptions of artistic learning spaces and their motivational outcomes. Aesthetic features such as harmonious lighting, green spaces, student-curated art, and flexible furniture significantly predicted levels of intrinsic motivation and emotional engagement. Gender differences were also evident, with female students reporting higher emotional responsiveness. Qualitative data supported these results, with students describing enhanced concentration, identity formation, and academic pride linked to aesthetic environments. Conclusion: Artistically enriched educational spaces hold substantial promise for motivating EFL learners by satisfying psychological needs, fostering immersion, and enhancing emotional engagement. This study affirms the value of integrating artistic elements into spatial and pedagogical design. Nevertheless, strategic institutional investment, student co-design, and educator training are essential to optimize such environments for learning effectiveness, well-being, and inclusion. |
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| ISSN: | 2147-0901 2564-8020 |
