Understanding English Language Acquisition Hurdles Among Vietnamese Gen Z Students in Higher Education (Published)
This study investigates the acquisition and enhancement of English communication skills among Vietnamese Generation Z university students, emphasizing the challenges faced and the strategies used to overcome these difficulties. The study employed a qualitative case study methodology, guided by three theoretical frameworks: sociocultural theory, the theory of planned behavior, and self-determination theory. The research included seven undergraduate and three foreign language instructors from selected universities in Ho Chi Minh City. Data were gathered via extensive open-ended interviews, subsequently subjected to triangulation through teachers’ perspectives and subsequent thematic analysis. The findings indicated the existence of four primary categories of issues: (1) Linguistic Competency Challenges—gaps in grammar, vocabulary, and listening/speaking abilities worsened by grammar-heavy, teacher-centered teaching; (2) Emotional and Motivational Barriers—low self-esteem, worry, fear of being judged, and lack of motivation; (3) Instructional and Practice Gaps—few chances to communicate in a real-life way; and (4) Sociocultural Exposure Limitations—too much reliance on translation tools and not enough time spent with native speakers. In response, students employed three primary categories of strategies: (1) Instructional Support and Classroom Climate—preference for interactive, student-centered teaching, timely feedback, and psychologically safe learning environments; (2) Interactive, Game-Based, and Real-Life Communication—use of role plays, games, and guest speakers to reduce speaking anxiety; and (3) Learner Autonomy and Technology-Enhanced Practices—self-directed learning, reflective habits, and digital tools such as Duolingo, ELSA, and ChatGPT. The research indicates that the advancement of English communication skills among Vietnamese Gen Z necessitates the evolution of pedagogical approaches, the augmentation of sociocultural involvement, and the fair incorporation of technology with interactive components. This study employs a student-teacher triangulation to enrich the Southeast Asian English as a Foreign Language (EFL) literature by incorporating systemic, affective, and technological dimensions, producing noteworthy insights for educators, curriculum developers, and policymakers aimed at improving communicative competence among Gen Z learners in Vietnam.
Keywords: Coping Strategies, English communication skills, Vietnamese Generation Z, learning challenges, technology-enhanced learning