Tìm hiểu những nguyên nhân khiến sinh viên các lớp từ xa ngành Ngôn ngữ Anh bỏ học: Một trường hợp nghiên cứu tại Đồng bằng sông Cửu Long

Abstract

From the perspective of the Vygotsky's Socio-cultural Theory, this qualitative study aims to explore the reasons behind the dropout rates among distance-learning students at a university in the Mekong Delta region, Vietnam. Data was collected through in-depth semi-structured interviews with five former students from the English Language Bachelor’s Distance Education Program at the University. The collected data was then analyzed using thematic analysis based on the students' responses. The results reveal that dropout among distance-learning English language students is due to both internal factors within the learners (e.g., time constraints, lack of self-discipline, and perceived lack of progress) and external factors, including curriculum content, teaching methods, and technical issues. Based on these findings, the study also proposes the recommendations to address the issues preventing distance-learning students from completing the program.