Views: 1,696
Arab World English Journal (AWEJ) Volume 17. Number 1, March 2026 Pp.82-102
Faculty of Foreign Languages, Thu Dau Mot University,
Ho Chi Minh City, Vietnam
Faculty of Foreign Languages, Ba Ria - Vung Tau College of Education,
Ho Chi Minh City, Vietnam
Faculty of Social Sciences, Can Tho University of Technology,
Can Tho City, Viet Nam
Academic Affairs Department, Ba Ria - Vung Tau College of Education,
Ho Chi Minh City, Vietnam
This study examines the difficulties encountered by English-majored master’s students at Thu Dau Mot University, Vietnam, including both first- and second-year cohorts, in learning a second foreign language, and proposes pedagogical strategies to improve their learning outcomes. A mixed-methods approach was employed, combining questionnaires (N = 30) and semi-structured interviews to obtain quantitative and qualitative insights. The questionnaire consisted of 44 items in two parts: (1) difficulties and influencing factors, and (2) learning strategies and coping mechanisms. Semi-structured interviews with ten randomly selected students included five open-ended questions focusing on factors affecting second foreign language learning, significant difficulties, learning habits, institutional support, and suggestions for improvement. The findings reveal that students encounter linguistic challenges such as interference from English, complex grammar, and limited exposure, as well as internal barriers including low motivation, test anxiety, and lack of confidence, alongside external constraints such as rigid schedules and limited practice opportunities To address these issues, students recommended self-regulated and collaborative learning, greater use of digital resources, interactive teaching methods, and stronger institutional support through flexible scheduling and curriculum adjustments. Integrating empirical data with theories of multilingualism and motivation, this study provides a comprehensive understanding of second-foreign language learning at Thu Dau Mot University. Students experience grammatical, lexical, and psychological barriers intensified by time pressure and institutional constraints. Collaborative practice, technology use, and real-life communication can help mitigate these challenges. The study concludes that multilingual competence is both cognitive and socially constructed, requiring alignment between learner needs, pedagogy, and Vietnam’s multilingual education goals.
Du, T.T., The, N.H., Dung, D.T.B. & Hoang, T.T. (2026). Second Foreign Language Learning Difficulties and Curriculum Implications for English-Majoring Master’s Students in Vietnam. Arab World English Journal, 17(1): 82-102
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Cenoz, J. (2003). Acquiring a third language: What role does bilingualism play? The International Journal of Bilingualism, 7(1), 1-5.
Cenoz, J., & Jessner, U. (2000). English in Europe: The acquisition of a third language. Multilingual Matters.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
De Angelis, G. (2007). Third or additional language acquisition. Multilingual Matters.
De Bot, K. (2004). The multilingual lexicon: Modelling selection and control. International Journal of Multilingualism, 1(1), 17–32. https://doi.org/10.1080/14790710408668176
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Gallagher, M. A., Beck, J. S., Ramirez, E. M., Taboada Barber, A., & Buehl, M. U. (2023). Supporting multilingual learners’ reading competence: A multiple case study of teachers’ instruction and student learning and motivation. Frontiers in Education, 8, 1085909. https://doi.org/10.3389/feduc.2023.1085909
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Godwin-Jones, R. (2018). Emerging technologies: Using mobile technology to develop language skills and cultural understanding. Language Learning & Technology, 22(3), 2–11. https://doi.org/10.10125/44667
Göksu, A., & Louis, V. (2025). Motivational dynamics in a multilingual context: University students’ perspectives on LOTE learning. Behavioral Sciences, 15(7), 931. https://doi.org/10.3390/bs15070931
Hammarberg, B. (2010). Processes in third language acquisition. Edinburgh University Press.
Hien, N. D. (2019). Vietnamese students’ problems in their use of Chinese idioms. Journal of Foreign Studies, 35(2), 45–57. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4349
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Huang, Y., & Wang, L. (2023). Mobile-assisted and blended learning in second foreign language acquisition: Evidence from higher education. Computer Assisted Language Learning, 36(4), 789–812. https://doi.org/10.1080/09588221.2022.2134567
Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. The Modern Language Journal, 92(2), 270–283. https://doi.org/10.1111/j.1540-4781.2008.00718.x
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lai, C. (2013). A study of third language acquisition among Hong Kong university students. Asian EFL Journal, 15(3), 45–70.
Li, M., & Chen, J. (2021). Task-based instruction in postgraduate foreign language education: Effects on engagement and learning outcomes. System, 101, 102–115. https://doi.org/10.1016/j.system.2021.102515
Li, X., & Liu, Y. (2022). Cognitive control and cross-linguistic influence in third language acquisition. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2021.2001234
Ministry of Education and Training (2021). National strategy for higher education reform 2021–2030. MOET Publishing.
Park, H., & Kim, S. (2016). The influence of English on Korean learners’ acquisition of a third language. Korean Journal of Applied Linguistics, 32(1), 25–49.
Park, S., & Kim, H. (2022). Sociocultural influences on second-foreign language learning among university students. Language, Culture and Curriculum, 35(3), 256–274. https://doi.org/10.1080/07908318.2021.1987654
Phuong, T. T. M. (2022). Japanese IT vocabulary knowledge among Vietnamese university students: A lexical approach. Journal of Foreign Studies, 38(4), 112–125. https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/4956
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Ringbom, H. (2007). Cross-linguistic similarity in foreign language learning. Multilingual Matters.
Sapawi, M. S. M., & Yusoff, N. M. R. N. (2025). Global Trends in Language for Specific Purposes Curriculum Development: A Systematic Review. Arab World English Journal, 16(3), 188–210.
Tangkiengsirisin, S. (2025). Translanguaging and Metacognitive Instruction: Effects on Listening and Metacognitive Awareness in CFL Learners. Arab World English Journal, 16(2), 215–232.
Xia, L. (2023). Research on the effect of culture and logical thinking on learning Mandarin for Vietnamese students. Duy Tan University Journal of Science and Technology, 17(60), 57–67. https://files02.duytan.edu.vn/svruploads/dtu-duytan/upload/file/17%2860%29.-Research-on-the-effect-of-culture-and-logical-thinking-on-learning-Mandarin-for-Vietnamese-students-%28Li-Xia%29-57.pdf
Willis, J. (1996). A framework for task-based learning. Longman.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(4), 1302. https://doi.org/10.3390/su12041302
Zhang, X., Li, Y., & Wang, J. (2023). The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy. PLOS ONE, 18(9), e0289402. https://doi.org/10.1371/journal.pone.0289402
Zhu, T., Zhang, Y., & Irwin, D. (2024). Second and foreign language vocabulary learning through digital reading: A meta-analysis. Education and Information Technologies, 29, 4531–4563. https://doi.org/10.1007/s10639-023-11969-1
Dr Tran Thanh Du specializes in both TESOL methodologies and Contrastive Linguistics. He is currently a lecturer at the Faculty of Foreign Languages at Thu Dau Mot University in Vietnam. His research interests include linguistics, sociolinguistics, pragmatics, learner motivation, and English language teaching methodologies. His publications concentrate on both linguistic research and TESOL-related issues. He endeavors to improve language use in general, and English language teaching and learning in global contexts. Email: dutt@tdmu.edu.vn; ORCID: https://orcid.org/0009-0002-7802-9949
Nguyen Huu The is a Doctor of Contrastive Linguistics and currently a lecturer at the Faculty of Foreign Languages, Ba Ria – Vung Tau College of Education, Ho Chi Minh City, Vietnam. His main areas of expertise include TESOL and contrastive linguistics. His research interests encompass linguistics, semantics, stylistics, pragmatics, and English language teaching methodologies. His publications primarily address linguistic research and issues in TESOL. Email: huuthecdsp@gmail.com;
ORCID: https://orcid.org/0009-0004-2075-6793
Dr. Dang Thi Bao Dung is currently a lecturer at Can Tho University of Technology, Vietnam. She holds a Master’s degree in TESOL from Victoria University, Australia, and a Ph.D. in Contrastive Linguistics from the University of Social Sciences and Humanities, Vietnam. Her research interests include language skills, teaching methodologies, test-preparation instruction, and the interplay between language and culture. Her published research encompasses both language teaching and linguistics. Email: dtbdung@ctuet.edu.vn. ORCID: https://orcid.org/0009-0004-8194-8975
Tran Thanh Hoang is an English lecturer at Ba Ria – Vung Tau College of Education in Vietnam, specializing in teaching English language skills, particularly in writing, and supporting students’ professional development. My academic interests include English language teaching methodologies, curriculum design, and applied linguistics. I am committed to enhancing the quality of language education and contributing to research in the field of education. Email: tranhoang2307@gmail.com;
ORCID: https://orcid.org/0009-0008-6981-0147