Exploring Learner Agency and Self-directed Learning in ESP: A Qualitative Study of Vocational Students in Vietnam
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In the context of vocational education in Vietnam, the emphasis on learner autonomy and active participation has grown significantly, particularly in English for Specific Purposes (ESP) courses. While previous studies have highlighted the importance of self-directed learning in language education, limited qualitative research has explored how vocational students perceive their roles and exercise agency in ESP classrooms. This study aims to investigate the relationship between learner personality and engagement in self-directed ESP learning, focusing on the roles students assume and the personal and contextual factors that shape their agentic behavior. A qualitative research design was employed, using semi-structured interviews to collect data from 15 purposively selected students majoring in hotel management and tourism at several colleges in Vietnam. The interviews were conducted in Vietnamese, audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis following Braun and Clarke’s framework. The findings reveal that students enacted three primary roles: participant, initiator, and autonomous learner. These roles were closely linked to personal characteristics such as self-confidence, language proficiency, learning motivation, and communication skills. Additionally, the learning environment, lecturer support, and the practicality of the curriculum played critical roles in fostering or hindering learner agency. However, many students still faced barriers, including language anxiety, lack of authentic materials, and limitations in group interaction. The study recommends that training institutions build flexible learning environments, update curricula to align with real-world professional demands, and explicitly develop students’ self-directed learning capacities. By doing so, vocational ESP programs can better promote learner autonomy, improve engagement, and ultimately enhance workplace readiness among graduates.
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