This study investigates the impact of learning assessment techniques on student motivation among non-English major students at Dai Nam University. The research aims to explore how different assessment strategies, particularly formative and summative approaches, influence intrinsic and extrinsic motivation. A mixed-methods design was adopted, comprising a survey administered to 120 students and semi-structured interviews with 10 participants. The survey measured students’ perceptions of assessment practices and their motivational responses using a five-point Likert scale, while interviews provided qualitative insights. Quantitative data were analyzed through descriptive statistics and Pearson correlation, and qualitative data were examined using thematic analysis. Findings indicate that formative assessment techniques— such as self-assessment, peer review, and ongoing feedback—significantly enhance student motivation by fostering engagement and self-regulated learning. Conversely, traditional summative assessments exert limited influence on motivational improvement, often increasing anxiety instead. The study underscores the importance of integrating diverse, student-centered assessment strategies to enhance learning motivation. Implications for teaching practices in higher education and recommendations for future research are discussed.
Nguyen Thi Huyen Trang (Thu,) studied this question.