Self-Directed Learning among English Majors at Thu Dau Mot University: Strategy Use, Perceived Effectiveness and Challenges

The increasing demand for English proficiency in Vietnam’s globalised academic and professional contexts raises the question of whether university students use self-learning strategies to strengthen their language skills outside the classroom. This study examined how often English majors at Thu Dau Mot University use self-directed learning (SDL) strategies, how effective they perceive these strategies to be, and what challenges they face when applying them. A descriptive quantitative design was adopted, and questionnaire data from 200 English majors were analysed using descriptive statistics and Cronbach’s alpha. The results show that students used strategies related to motivation, self-monitoring and self-management at a moderate level but rated their effectiveness more highly. Difficulty managing study schedules, procrastination and staying disciplined were the most reported challenges, and many students found it difficult to verify information from digital and AI tools. The findings also suggest that students recognise the value of SDL strategies but do not yet apply them regularly, and that they need support in time management and in the critical use of digital resources.