Challenges and Strategies in Adult English Language Teaching in Vietnam: Evidence from Language Centers in Hanoi

Abstract

This research examines the state of English language instruction for adult learners at private language schools in Hanoi, Vietnam. The study’s objective was to pinpoint educational and administrative challenges and suggest strategies for enhancement. A mixed-methods approach was employed, involving quantitative surveys from 356 students, 71 teachers, and 32 administrators, along with in-depth interviews with selected participants. Descriptive statistics were analyzed using SPSS, and thematic coding was applied. The study reveals five key findings: adult learners show strong initial motivation but often find it difficult to maintain; personalization is deemed essential, yet its execution is frequently superficial; practical language use is hindered by inconsistent teaching quality and overly theoretical curricula; collaborative and project-based learning is underdeveloped; and there is significant disparity in digital and physical learning environments among different centers. These findings highlight the pressing need to reevaluate instructional design, support systems, and teacher training in adult English language teaching (ELT) programs. Recommendations include incorporating personalized learning methods, enhancing experiential learning elements, and directing resources towards teacher development specifically for adult education in Vietnam. Crucially, the study provides practical recommendations for policy and practice based on individualized learning paths, experiential activities fit for real-world demands, and deliberate teacher development. It also implies that authorities should strengthen quality control systems if we are to keep the gains in adult English education in Vietnam.