NON-ENGLISH MAJORED STUDENTS’ PERSPECTIVES ON SELF-STUDY SUPPORT ACTIVITIES IN THE INTENSIVE ENGLISH PROGRAM AT CAN THO UNIVERSITY

Vo Thi Tuyet Hong, Ly Thi Anh Tuyet, Nguyen Phuong Bao Tran

Abstract


This descriptive quantitative study addressed two main research questions: (1) How do non-English majored students perceive self-study support activities in the Intensive English Program at Can Tho University? and (2) What are the main challenges that non-English majored students face when engaging with self-study support activities? To answer these questions, data were collected from 624 non-English majored freshmen across disciplines through a 34-item Vietnamese Likert-scale questionnaire and were quantitatively analyzed. The descriptive statistical results showed that students reported overall positive experiences with self-study support activities (M = 4.19), a high level of satisfaction (M = 4.34), and high perceived effectiveness (M = 4.26). Challenges were identified at a moderate level (M = 3.45), mainly involving motivation maintenance, technical issues, progress tracking, strategy and resource use, and time constraints. The findings highlight the need for intensive English programs to provide more systematic self-study support by integrating effective learning resources, explicit strategy guidance, and sustained teacher scaffolding to foster students’ autonomous learning capacity.

Keywords


intensive English program, non-English majored students, self-study support

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6871

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