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Description
This study explores how self-regulated learning (SRL) can be fostered to support students’ transition from English as a Foreign Language (EFL) to English as a Second Language (ESL) in Vietnamese higher education. As the demand for English use continues to grow, there is a need to promote learner autonomy and strategic learning practices.
The study was conducted in an undergraduate course at Open University in Ho Chi Minh City, involving 85 English-major students over a 10-week period. A mixed-methods approach was adopted, with data collected through a questionnaire consisting of Likert-scale items and open-ended questions. The questionnaire was designed to examine students’ use of self-regulated learning strategies, including goal setting, strategic planning, self-monitoring, and reflection, as well as their perceived readiness for real-world English use.
The findings indicate that students reported increased use of self-regulated learning strategies and greater responsibility for their own learning. Qualitative responses further reveal that learners became more aware of their learning processes and more confident in applying English beyond the classroom.
These results suggest that integrating SRL-oriented practices can effectively support learners’ transition toward ESL-oriented learning environments. The study contributes to current discussions on the shift from EFL to ESL in Vietnam by highlighting the role of self-regulated learning in fostering learner autonomy. It also provides practical implications for educators seeking to enhance students’ readiness for real-world English use.
Keywords: self-regulated learning, learner autonomy, ESL transition, Vietnamese higher education, real-world English use
