VietTESOL International Convention 2026

Transnational education in Master of TESOL (MTESOL) programs has increasingly gained popularity in recent years. Although these programs enable their graduates to develop professionally with internationally recognized credentials, students’ learning experiences may vary. Because positive student engagement is believed to contribute to the success of tertiary transnational education, several studies have explored the experience of learners from a few countries (e.g., China, India, Qatar). However, student engagement in transnational education at the postgraduate level in Vietnam, especially during the Covid pandemic, seems to be under-researched. Therefore, this study aims to explore student engagement in an MTESOL joint program, delivered by a university in Vietnam and one in Australia, from mid-2021 to late 2022. The study employed a qualitative approach by collecting data from semi-structured interviews with five graduates of the program. The data were analyzed thematically based on a four-pillar model of student engagement, which comprises behavioral, affective, social, and cognitive components. Findings show that the participants value the international credential, insights from foreign and local lecturers, in-class discussions, and online study mode. Nevertheless, the intensive study loads and struggle to manage studies while fulfilling personal commitments were perceived to pose major challenges for them. Additionally, while the students reported excitement and a sense of personal growth during the program, they often experienced nervousness, stress, and panic. This study may inform providers and future learners of transnational MTESOL programs in Vietnam to enhance learning experience in difficult times.

Keywords: student engagement, transnational education, Master of TESOL