Second Foreign Language Learning Difficulties and Curriculum Implications for English-Majoring Master’s Students in Vietnam

Abstract

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.

Key findings

• ▸Linguistic challenges such as interference from English, complex grammar, and limited exposure
• ▸Internal barriers including low motivation, test anxiety, and lack of confidence
• ▸External constraints such as rigid schedules and limited practice opportunities

Keywords

Identifiers

DOI

10.24093/awej/vol17no1.6

Journal

Arab World English Journal

Year

2026