Factors Affecting English Learning Outcomes Among English-Major Students in Can Tho, Vietnam

Abstract

Despite extensive English instruction, Vietnamese university students, especially those from rural, resource‑constrained backgrounds, often fail to achieve practical communication proficiency. This study investigates the factors affecting English learning outcomes among English‑major students at a major university in Can Tho, Vietnam, a Mekong Delta institution serving a predominantly rural population. A mixed‑methods design was employed: quantitative data were collected from one hundred students (stratified random sample), and qualitative data were gathered from a focus group discussion (FGD) (n = 8). Four ordinary least squares (OLS) regression models were estimated for speaking, reading, listening, and writing marks. Results indicated that an earlier age of beginning English learning positively predicted speaking, reading, and listening marks. Enjoyment of English learning significantly enhanced speaking, listening, and writing marks. Self‑study time at home positively affected speaking and reading marks. Surprisingly, better‑rated university facilities were negatively associated with all four skills—a “facilities paradox” suggesting that technology‑rich environments may hinder learning when pedagogical integration is lacking. Larger household size positively predicted reading and listening marks, and stable paternal occupation positively predicted speaking, reading, and listening marks. The findings confirm that intrinsic motivation, learner autonomy, and family support are interconnected drivers of English success, while a later onset and poorly integrated facilities are detrimental. These implications are transferable to comparable resource‑constrained English as a Foreign Language (EFL) contexts across the Global South, where rural‑serving universities face similar challenges. Replication studies across multiple sites are recommended.