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VOL. 2, ISSUE 1 (2026)
Investigating EFL learners’ perceptions, challenges, and learning strategies in vocabulary, pronunciation, and writing
Authors
Ngo Thanh Tai, Ta Thi Chau Tam
Abstract
In English as a Foreign Language (EFL) higher education contexts,
mastering productive competencies requires a strategic integration of
foundational sub-skills and macro-skills. This quantitative cross-sectional
study investigated Vietnamese EFL learners’ self-perceptions, localized
language challenges, and self-regulated learning strategies across three
interconnected domains: vocabulary, pronunciation, and writing. Data were
gathered via a 5-point Likert-scale questionnaire adapted from established frameworks
from a sample of 250 undergraduate students at a public university in Vietnam.
The descriptive statistics revealed a significant competence imbalance, with
students reporting moderate confidence in pronunciation but striking
vulnerability in academic writing. Ranked challenge analysis identified
evaluation anxiety and spelling-pronunciation inconsistency as the most
debilitating barriers. Furthermore, strategy deployment profiles indicated a
heavy reliance on individualistic digital compensatory tactics, contrasted by
an acute avoidance of collaborative social strategies. These findings advocate
for an anxiety-sensitive, strategy-based pedagogical model in higher education
that explicitly links phonological awareness and lexical instruction with macro-productive
writing frameworks to foster autonomous, self-regulated development.
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Pages:24-29
How to cite this article:
Ngo Thanh Tai, Ta Thi Chau Tam "Investigating EFL learners’ perceptions, challenges, and learning strategies in vocabulary, pronunciation, and writing". World Journal of Social Science , Vol 2, Issue 1, 2026, Pages 24-29
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