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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp. 210-223
Faculty of Foreign Languages, Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam
School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
School of Foreign Languages, Can Tho University, Can Tho City, Vietnam
Despite growing interest in General English (GE) curricula within Vietnamese higher education, limited attention has been given to learners’ lived experiences, particularly regarding how they recall and make meaning of their learning in these curricula. To address this gap, the current study employed a retrospective narrative inquiry to explore the self-reflections of undergraduates from diverse disciplines who completed three levels of a GE curriculum at a public university in the Mekong Delta region. The study was informed by the question: How do Vietnamese EFL tertiary students experience their learning in GE classrooms? Qualitative data were collected from five purposefully selected participants and analyzed through convergent narrative-framed thematic analysis. The findings revealed a dynamic learning process characterized by a shift from pre-course expectations to initial engagement with GE courses, mismatches between expectations and classroom realities, and the development of adaptive learning strategies. Participants initially perceived GE courses as obligatory requirements but gradually acknowledged their long-term value. They identified unmet needs within these courses. These insights highlighted the necessity for more communicative, student-centered approaches that better align with learners’ academic and linguistic aspirations. Pedagogical implications include integrating small-group interaction, cultivating learner autonomy and conveying affective factors to construct safe environments for oral participation. The study contributes theoretically illustrating the interplay between learners’ learning motivation, their adaptive strategies and the design of English-as-a-Foreign-Language (EFL) curricula. The study concluded by acknowledging its research limitations and proposing directions for future research
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Bui Thi Thuc Quyen (quyen.btt@ou.edu.vn) is a lecturer at Ho Chi Minh City Open University, Vietnam. Her research interests include English language teaching methodology, curriculum and syllabus design, curriculum and materials development, assessment for learning, and teachers’ professional development. Her ORCID is https://orcid.org/0009-0006-1946-7497
Phan Nhat Hao (phannhathao85@gmail.com) obtained his Master of Education in Didactics from Can Tho University, Vietnam. His research interests cover English language teaching, teacher-researcher identity construction, task-based language teaching, and professional development in the context of internationalization. His ORCID is https://orcid.org/0009-0003-4069-6735
Nguyen Thi Phuong Hong (ntphong@ctu.edu.vn) is a lecturer at Can Tho University, Vietnam, specializing in English language assessment and English for Specific Purposes (ESP). Her research interests include second language assessment, language policy in higher education, and technology-enhanced language learning. Her OCID is https://orcid.org/0009-0006-8054-3401
Pham Xuan Binh (pxbinh@ctu.edu.vn) is a lecturer at Can Tho University, Vietnam. His research explores the intersection of pedagogical innovation, learner engagement, and task-based instruction. He is interested in project-based learning, teacher training, and the role of intercultural competence in language education. His ORCID is https://orcid.org/0009-0007-0797-4659
Huynh Anh Huy (hahuy@ctu.edu.vn) is a lecturer in Physics at Can Tho University, Vietnam. His research interests include atomic, molecular, and chemical physics, condensed matter physics (solid-state physics and superconductivity), and plasma and fluid physics (surface physics). His ORCID is https://orcid.org/0000-0002-4047-2331