This study investigates the motivation of English-major students at Dai Nam University, a private higher education institution in Hanoi, Vietnam, in using ChatGPT within flipped classroom settings. Adopting a quantitative survey-based design, data were collected from 76 participants through a five-point Likert scale questionnaire comprising 20 items organized around five motivational dimensions: general ChatGPT usage, enjoyment and interest, competence and confidence, curiosity and intellectual exploration, and anxiety reduction and extrinsic engagement. Descriptive statistical analysis revealed an overall mean score of 3.74, indicating a moderately positive motivational orientation toward ChatGPT among participants. Curiosity and intellectual exploration emerged as the strongest motivational dimension (M = 3.87), followed by competence and confidence (M = 3.82), anxiety reduction (M = 3.78), and extrinsic engagement (M = 3.76), while enjoyment and interest produced the most moderate scores (M = 3.57). The findings suggest that ChatGPT functions as a meaningful motivational resource in flipped classroom contexts, particularly in fostering intrinsic curiosity, building learner confidence, and alleviating language anxiety. Implications for EFL pedagogy and AI integration in Vietnamese private universities are discussed.
Ngo Thi Kim Lan (Wed,) studied this question.