VietTESOL International Convention 2026

In recent years, online learning platforms have been increasingly integrated into university English courses to promote learner autonomy beyond traditional classroom settings. However, empirical research exploring students' perceptions of such platforms as mandatory coursework components in Vietnamese higher education remains limited. Addressing this gap, the study investigates first- and second-year non-English-major students’ perceptions of a mandatory online learning platform used as part of continuous assessment in an English course at a technical university in Vietnam.
A quantitative-dominant mixed-methods survey design was adopted, involving approximately 300 students from Hanoi University of Civil Engineering (HUCE). Data were collected through a structured questionnaire assessing student perceptions across three domains: platform utility, autonomous learning facilitation, and usage challenges. Subsequently, descriptive statistical analyses were conducted to characterize response patterns and variability, while thematic analysis was employed to code open-ended responses, providing complementary qualitative insights.
Findings suggest that students generally expressed positive attitudes toward the mandatory online platform and recognized its effectiveness in enhancing learner autonomy, particularly through self-directed practice and increased metacognitive awareness of learning responsibilities. Nevertheless, substantial challenges were reported, most notably time management difficulties and varying self-regulatory capacity required for sustained independent engagement.
The study provides important pedagogical implications for English language educators, highlighting the necessity of providing structured guidance and thoughtful incorporation of online platforms into assessment frameworks to foster autonomous learning behaviors. These findings extend existing research on technology-enhanced language education in EFL contexts and offer empirical evidence that supports universities across Southeast Asia in implementing compulsory online learning initiatives.