Students’ Perceptions of Factors Shaping English Learning Needs: A Case at an University in Vietnam

Abstract

Understanding students' English-learning needs is critical for effective curriculum design and teaching in higher education. This study investigates undergraduate students' opinions on internal and external factors influencing English-learning demands at a Vietnamese institution. The study included 240 students, with equal representation across all four year levels. The study used a structured questionnaire to investigate internal factors such as motivation, confidence, career goals, and self-perceived proficiency, as well as external factors such as curriculum, teaching methods, learning materials, facilities, peer influence, extracurricular activities, and family support. The findings suggest that students see both internal and external variables as key effects on their English learning needs, with no discernible differences between year levels. The study also found a strong link between learner-related dispositions and institutional and environmental support. These findings emphasize the importance of preserving curriculum quality while expanding extracurricular and authentic communication opportunities to effectively enhance students' English acquisition in Vietnamese higher education.