VietTESOL International Convention 2026

Online higher education has expanded rapidly in Vietnam, offering flexible pathways for working adults to pursue degrees. However, as they have to balance professional and family responsibilities, persistence remains a significant challenge. This qualitative multiple case study explores the persistence strategies of seven Vietnamese adult learners enrolled in an online Bachelor's degree program in English Language at a Vietnamese university. Drawing on semi-structured interviews and reflexive thematic analysis, findings reveal that persistence emerges from a complex interplay of self-regulation strategies, peer support networks, technology-enhanced learning, and identity-based motivation. Informal peer groups filled the gaps left by institutional support, while AI tools supported learners by helping them understand, organize, and manage their learning tasks. These findings are interpreted through a conceptual framework that synthesizes Tinto's Student Integration Model, Self-Determination Theory, Knowles' Andragogy, and the Community of Inquiry framework, with Vietnamese cultural values as moderators. The study contributes to the literature by extending Western persistence theories to a non-Western, adult online context. It also highlights the critical role of culturally sensitive design elements. Practical recommendations include flexible pacing, required class communication channels, increased teaching presence, and an explicit integration of supplemental tools to more adequately assist Vietnamese adult learners.
Key words: Adult Learners; Persistence; Online Higher Education; Self-Regulation; Artificial Intelligence