FACTORS INFLUENCING ENGLISH LEARNING DEMAND AMONG UNIVERSITY STUDENTS IN VIETNAM: A CASE STUDY AT HCMUTE

Resumen

The research explores the key factors influencing students’ demand for learning English at Ho Chi Minh City University of Technology and Education (HCMUTE), emphasizing the growing importance of English proficiency in Vietnam’s increasingly globalized economy. Despite its critical role in education and career advancement, many students struggle to achieve the desired proficiency levels, necessitating an investigation into the factors driving English learning demand. This study adopts a mixed-methods approach, integrating qualitative and quantitative methodologies. Data were collected through online surveys of 145 students, followed by statistical analyses using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and regression analysis. The research examines five hypothesized factors—learning motivation, self-study time, learning methods, teaching methods, and learning environment—and evaluates their impact on English learning demand. The findings reveal that learning motivation, methods, and environment significantly influence students’ demand for learning English. Motivation, driven by aspirations such as career success and effective communication, emerges as a crucial factor. Effective learning methods, including multimedia resources and interactive activities, are identified as pivotal for skill development. Additionally, supportive environments that foster experiential learning and real-world application play a critical role in enhancing proficiency. In contrast, self-study time and teaching methods were found to have limited influence, suggesting potential areas for pedagogical improvement. This research contributes to understanding the dynamics of English language acquisition in Vietnamese higher education and offers actionable insights for educators and policymakers. By highlighting the importance of motivation, innovative learning methods, and conducive environments, the study provides a foundation for developing strategies to enhance English education, bridging gaps between policy goals and practical outcomes in a globalized context.