The impact of demographic information on students’ preferable extracurricular activities for English learning

Abstract

The study aims to explore the potential of extracurricular activities (ECAs) in enhancing English learning among Vietnamese higher education students, given the government’s emphasis on English language reforms. In Southwest Vietnam, a comprehensive survey consisting of 20 questions was carried out among 1,032 students at a higher education establishment. The aim was to ascertain their favored ECAs and to explore how students’ demographic details, particularly their gender, field of study, and academic year, influenced these preferences. Results showed students were fond of ECAs for English learning, with female students expressing a higher preference for participation. Students’ majors and years in university significantly influenced preferences for specific activities, while no significant difference was found in the overall perception of ECAs. The study concludes that understanding students’ preferences and demographic influences can help design more effective ECAs for English learning in Vietnamese higher education institutions. The findings offer insights for developing tailored ECAs to address students’ unique needs and preferences, thereby improving English language learning outcomes in Vietnamese higher education institutions.

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

“…Ms. Huynh suggested an array of activities that can greatly enhance English language practices, stating, "I recommend organizing English clubs, competitions, and language-based events to boost English language practices." The advocacy is consistent with language acquisition theories emphasizing the need for immersive, authentic experiences in language learning (X. M. Le et al, 2023). In the Vietnamese context, activities such as English clubs, competitions, and language-based events play a crucial role in bolstering English language practices.…”