A Mixed-Methods Study on Students’ Perceptions of English as a Global Language in Vietnamese Context
This mixed-methods study investigates Vietnamese students’ perceptions of English as a global language (EGL). With English occupying a pivotal role in global communication, commerce, and education, understanding its perceived value among non-native speakers is crucial. This study explores how Vietnamese high school and university students conceptualize English in terms of its global functions and personal relevance. The research integrates qualitative data from semi-structured interviews and quantitative data from surveys. The qualitative strand identifies themes regarding students’ motivations, aspirations, and cultural perspectives related to EGL. The quantitative component statistically analyzes responses concerning students’ attitudes, proficiency levels, and usage of English in various contexts. Findings indicate that most participants view English as essential for global mobility and career development. However, cultural identity and local language pride also influence these perceptions. The study underscores the interplay between global trends and local contexts in shaping language attitudes. Implications are offered for curriculum development, policy-making, and English language pedagogy in Vietnam. This research contributes to the broader discourse on English globalization by highlighting localized perspectives and motivations in a rapidly globalizing Southeast Asian nation.
Keywords: English as a Global Language, student perception, Vietnamese context, language attitudes
