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ABSTRACT
Equity, inclusion, and access are fundamental pillars of ESL (English as a Second Language) education, particularly in tertiary institutions that serve students from diverse socioeconomic backgrounds. This study investigates both systemic and classroom-level challenges related to these principles at HCMC University of Technology. Adopting a mixed-methods approach, the research combines data from an online survey and semi-structured follow-up interviews to explore students’ access to academic resources, perceptions of classroom inclusivity, and equity in learning opportunities. The findings reveal significant disparities in access to digital resources, closely associated with students’ socioeconomic status. In response to these challenges, the study proposes pedagogical strategies and institutional policy recommendations aimed at fostering more equitable and inclusive ESL learning environments. These efforts seek to ensure that all students have meaningful access to language learning opportunities, regardless of their economic background. The paper also acknowledges its limitations and provides directions for future research.
Key words: equity, inclusion, access, socioeconomic background, ESL higher education
