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The transition from English as a Foreign Language (EFL) to ESL-oriented teaching has become an important trend in Vietnamese higher education, aligned with national initiatives such as the project "Ministry of Education and Training of Vietnam’s Project on Transforming English into a Second Language in Schools for the Period 2025–2035, with a Vision to 2045." This shift is driven by the increasing demand for communicative competence and real-world language use. However, it presents challenges for both teachers and learners, particularly in contexts where traditional, form-focused instruction remains dominant. This study employs a mixed-methods case study to explore these challenges in two General English classes (n = 82) at Ho Chi Minh City University of Foreign Languages and Information Technology (HUFLIT). Over a 12-week period, classroom practices were gradually adapted to include communicative and task-based elements. Data were collected through student questionnaires, classroom observations, and teacher reflective notes, ensuring triangulation. Findings reveal that affective factors, especially low confidence and fear of making mistakes, were the main barriers to student participation. Other challenges included dependence on teacher guidance, passive learning habits, and uneven participation in large classes. Nevertheless, targeted strategies such as scaffolding, structured group work, and real-world communicative tasks led to improvements in engagement, interaction, and self-reported confidence. The study highlights the role of teacher agency in mediating pedagogical change and suggests that the transition to ESL-oriented teaching is gradual and context-sensitive, requiring sustained support for both teachers and learners.
Keywords: ESL transition, classroom challenges, Vietnamese learners, task-based learning, case study
