VIETTESOL INTERNATIONAL CONVENTION 2025

This study explores the psychological barriers students face when transitioning from General English to English for Specific Purposes (ESP) within the context of a Vietnamese university. The shift to ESP often introduces specialized vocabulary, unfamiliar content, and increased academic demands, which can trigger anxiety, reduced confidence, and fluctuating motivation.

A sequential explanatory mixed-methods design was employed. In the first phase, a questionnaire was administered to 150 undergraduate students to examine levels of anxiety, motivation, perceived difficulty, and coping strategies in relation to learner background factors (e.g., prior English achievement, field of study) and psychological variables (e.g., self-efficacy). In the second phase, follow-up interviews were conducted with 12 students selected based on survey responses.

Findings reveal that unfamiliar technical vocabulary and perceived performance pressure are key sources of anxiety. Motivation varied with learners’ perceptions of content relevance and difficulty. Among psychological factors, self-efficacy—consistent with Bandura’s theory—emerged as a significant mediator, shaping learners’ confidence, resilience, and engagement. Students with higher self-efficacy adopted more proactive coping strategies.

Qualitative insights emphasize the value of instructional support, collaborative learning, and contextualized materials in reducing psychological strain during the ESP transition.

The study offers practical recommendations for ESP instructors and curriculum developers to minimize learner anxiety, strengthen self-efficacy, and facilitate smoother transitions from General English to ESP in Vietnamese higher education contexts.