This paper investigates the perception of students at Vietnam National University (VNU) regarding the implementation of foreign language output standards and explores the motivational factors associated with these criteria. Drawing upon a hypothetical survey conducted in Hanoi, the findings indicate a positive reception among students, highlighting the clarity and specificity of the standards as instrumental in shaping their language learning goals. Increased motivation is observed, influenced by the structured framework provided by the standards, offering students a tangible roadmap to success. Recognition of language learning progress and identification of areas for improvement contribute to a formative assessment approach, reinforcing motivation through feedback loops. The survey also reveals a sense of accountability and responsibility among students, aligned with autonomy theories in language learning. However, challenges in the implementation process are identified, emphasizing the need for responsive teaching practices. The diverse motivational factors identified underscore the multifaceted nature of motivation in language education. This study contributes to the ongoing discourse on effective language education practices, emphasizing the importance of clear standards and addressing challenges to maintain a motivating learning environment at VNU.This paper investigates the perception of students at Vietnam National University (VNU) regarding the implementation of foreign language output standards and explores the motivational factors associated with these criteria. Drawing upon a hypothetical survey conducted in Hanoi, the findings indicate a positive reception among students, highlighting the clarity and specificity of the standards as instrumental in shaping their language learning goals. Increased motivation is observed, influenced by the structured framework provided by the standards, offering students a tangible roadmap to success. Recognition of language learning progress and identification of areas for improvement contribute to a formative assessment approach, reinforcing motivation through feedback loops. The survey also reveals a sense of accountability and responsibility among students, aligned with autonomy theories in language learning. However, challenges in the implementation process are identified, emphasizing the need for responsive teaching practices. The diverse motivational factors identified underscore the multifaceted nature of motivation in language education. This study contributes to the ongoing discourse on effective language education practices, emphasizing the importance of clear standards and addressing challenges to maintain a motivating learning environment at VNU.