What does this research mean for the field?

Intrinsic motivation, learner autonomy, early onset of learning, and family support positively drive English proficiency in resource-constrained EFL contexts, whereas poorly integrated technology-rich facilities can negatively impact skill development. Novelty: ClaimNovelty.CONFIRMATORY. Consensus alignment: ConsensusAlignment.SUPPORTS_CONSENSUS.

What question did this study set out to answer?

To identify individual, environmental, and socioeconomic determinants of English skill acquisition among English-major university students in the Mekong Delta region of Vietnam.

August 30, 2026The International Journal of Communication and Linguistic StudiesOpen Access

Factors Affecting English Learning Outcomes Among English-Major Students in Can Tho, Vietnam

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Authors

TVTran Thi Thuy Van KAKhandakar Shahin Ahmed

Discussion

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Overview

Mixed-methods study reveals personal motivation and family support drive language proficiency in Vietnamese undergraduates, suggesting advanced campus facilities alone do not ensure success.

Key Points

To identify individual, environmental, and socioeconomic determinants of English skill acquisition among English-major university students in the Mekong Delta region of Vietnam.
Conducted a mixed-methods investigation incorporating a stratified random survey of university students (N = 100) and a focus group discussion (n = 8) in Can Tho, Vietnam.
Estimated four ordinary least squares (OLS) regression models to evaluate predictors of academic marks across speaking, reading, listening, and writing domains.
Earlier age of initial English instruction, higher self-study hours, and learning enjoyment significantly and positively predicted language achievement marks across multiple skill domains.
University facility ratings exhibited a negative association with marks in all four language domains, highlighting a facilities paradox where technology access without pedagogical integration impairs outcomes.
Socioeconomic variables, including larger household size and stable paternal employment, positively predicted reading, listening, and speaking proficiency.

Cite This Study

Van et al. (2026) studied this question.

synapsesocial.com/papers/6a93f07a6c1a8fb52e79cb66 https://doi.org/10.18848/2327-7882/cgp/a264

View Full Paper

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August 30, 2026The International Journal of Communication and Linguistic StudiesOpen Access

Factors Affecting English Learning Outcomes Among English-Major Students in Can Tho, Vietnam

View Full Paper

Ask AI

Bookmark

Authors

TVTran Thi Thuy Van KAKhandakar Shahin Ahmed

Discussion

Member takes

Overview

Mixed-methods study reveals personal motivation and family support drive language proficiency in Vietnamese undergraduates, suggesting advanced campus facilities alone do not ensure success.

Key Points

To identify individual, environmental, and socioeconomic determinants of English skill acquisition among English-major university students in the Mekong Delta region of Vietnam.
Conducted a mixed-methods investigation incorporating a stratified random survey of university students (N = 100) and a focus group discussion (n = 8) in Can Tho, Vietnam.
Estimated four ordinary least squares (OLS) regression models to evaluate predictors of academic marks across speaking, reading, listening, and writing domains.
Earlier age of initial English instruction, higher self-study hours, and learning enjoyment significantly and positively predicted language achievement marks across multiple skill domains.
University facility ratings exhibited a negative association with marks in all four language domains, highlighting a facilities paradox where technology access without pedagogical integration impairs outcomes.
Socioeconomic variables, including larger household size and stable paternal employment, positively predicted reading, listening, and speaking proficiency.

Cite This Study

Van et al. (2026) studied this question.

synapsesocial.com/papers/6a93f07a6c1a8fb52e79cb66 https://doi.org/10.18848/2327-7882/cgp/a264

View Full Paper

Ask AI

Bookmark