ABSTRACT English as a lingua franca (ELF) is increasingly used for communication in many EFL contexts, including Vietnam. Although Japan and Vietnam have a long history of economic cooperation, for practical reasons, English typically functions as the medium of communication between the two groups. This study examines Japanese expats who had studied or were studying English while living in Vietnam. Using the reflective assessment protocol (RAP), we compare adult Japanese learners’ English learning experiences in Vietnam with their earlier experiences studying English in high school or university in Japan. Quantitative data from an online questionnaire revealed a statistically significant increase in learners’ motivation to study English while studying in Vietnam, with effect size estimates indicating a strong overall effect. Qualitative responses further indicated that this motivational shift was driven by the need to use English in daily and professional life, as well as by changes in how learners mentally positioned themselves in relation to the language. From the perspective of L2 motivational self‐theory, participants’ responses indirectly suggest a shift from external motivational cues toward more internally oriented and self‐driven engagement with English, indicating not only perceived gains in functional L2 use but also a reorientation in how learners view themselves as English language learners and users. These findings suggest that sustained engagement in English‐mediated social contexts can prompt interconnected changes in motivation, self‐concept and L2 identity among adult learners.
Freiermuth et al. (Fri,) studied this question.