DESCRIPTORS Scores Self- Teacher’s

rating rating
Research topic The research topic is ORIGINAL, well- 1
& problem formulated, and focused. The research
statement problem is clearly stated. The need to research
it is well justified with references from
RELEVANT LITERATURE and
PRACTICAL PROBLEMS.
Research aims The research aims and questions are well- 1
& questions articulated and are aligned with each other,
reflecting the research topic.
Literature Key concepts are clearly reviewed, and 2
review working definitions are proposed. Related
studies are excellently synthesized. Writing is
coherent, and references are always properly
cited.
Research The research design is strong in validity and 1
design reliability. Appropriate design is proposed and
explained clearly.
Scope of study The scope of study is well-described, 0.5
regarding limits in what, who to include and
exclude from the study, sample size, research
duration, and geographical locations.
Sampling and Suitable sampling techniques are chosen, and 1
sample the proposed sample
(participants/subjects/documents) is well-
described.
Data collection Appropriate techniques for data collection are 1
methods proposed and well-described. Procedure for
collecting data is also described fully and
clearly.
Data analysis The data analysis techniques are correctly 1
methods selected for the type of data, and the analytical
procedure is described fully and clearly.
Ethical How ethical issues are addressed is explained. 0.5
considerations
Language & The writing is well-formatted and accurate in 1
references language use, citations, and reference format
list.
Total 10
MARKING SHEET
1. Problem statement
The rapid advancement of educational technology has significantly transformed
higher education by expanding digital teaching and learning practices (Bond et al., 2018;
Zawacki-Richter, 2021). Together with the widespread adoption of online and blended
learning, particularly during and after the COVID-19 pandemic, universities around the
world have increasingly shifted from traditional face-to-face instruction to flexible online
and blended learning models (Hodges et al., 2020; Bozkurt et al., 2020; Graham, 2013).
Although online learning offers considerable flexibility and accessibility (Means et
al., 2013), English as a Foreign Language (EFL) learners continue to encounter substantial
challenges because successful language acquisition relies heavily on interaction,
communication, and timely feedback (Long, 1996; Gass & Mackey, 2015; Hattie &
Timperley, 2007). In online learning environments, learners frequently experience
technological barriers (Adedoyin & Soykan, 2020), limited interaction with instructors and
peers (Moore, 1989; Martin & Bolliger, 2018), low learning motivation (Hartnett, 2016),
and difficulties in self-regulated learning (Zimmerman, 2002; Broadbent & Poon, 2015).
These challenges may reduce learners’ engagement (Fredricks et al., 2004) and ultimately
hinder language learning effectiveness (Hrastinski, 2009).
To cope with these difficulties, EFL learners often develop various adaptation
strategies that enable them to manage online learning demands and sustain their learning
progress (Martin et al., 2020; Kahu & Nelson, 2018).
Although previous studies have extensively documented the challenges experienced
by EFL learners in online learning environments (Adedoyin & Soykan, 2020; Dhawan,
2020), they have primarily focused on identifying learning difficulties rather than explaining
how learners adapt to online learning and the specific adaptation strategies they employ.
This research gap becomes increasingly important in the post-pandemic era, where online
and blended learning have become a sustainable component of higher education (Bozkurt et
al., 2022). Therefore, a deeper understanding of EFL learners’ adaptation processes is
essential for improving learner engagement and supporting successful language learning in
online environments.
2. Research aims and questions
2.1. Research Aims
This study aims to explore the challenges and adaptations of EFL learners in
transitioning to online language learning. Specifically, the study seeks to identify the major
difficulties that EFL learners experience during the shift from face-to-face to online
learning, including technological, psychological, interactional, and learning-related
challenges. It also aims to investigate the strategies and adjustments that learners use to
adapt to online language learning [Link] findings are expected to provide useful
insights for teachers and educational institutions in supporting EFL learners more
effectively in online learning contexts.
2.2. Questions
1. What challenges do EFL learners encounter when transitioning from face-to-face
learning to online language learning?
2. What actions and strategies do EFL learners use to cope with the challenges of
online language learning?
3. Justification
Although the emergency shift to online learning caused by the COVID-19 pandemic
has ended, online and blended learning remain integral components of English language
education. As face-to-face instruction has resumed in many contexts, these technology-
mediated learning modes continue to play important roles due to their flexibility,
accessibility, and potential to promote independent learning. Consequently, EFL learners are
increasingly expected to adapt to online learning environments as part of their academic
studies.
Despite these advantages, the transition from traditional face-to-face instruction to
online language learning presents various challenges for EFL learners. Previous studies have
reported that learners often encounter technological difficulties, limited interaction with
teachers and peers, decreased motivation, distractions in home learning environments, and
challenges in managing their own learning processes. These issues may hinder language
development, reduce learner engagement, and negatively influence learning outcomes.
Nevertheless, many learners attempt to adapt by developing self-regulated learning
strategies, enhancing their digital literacy, engaging more actively in online learning
activities, and seeking additional learning resources. However, the effectiveness of these
adaptation strategies may vary depending on learning contexts and individual learner
characteristics.
Although online language learning has been extensively explored, previous research
has largely focused either on the challenges associated with online learning or on learners’
perceptions and attitudes toward this mode of education. Relatively fewer studies have
investigated both the challenges experienced by EFL learners and the adaptation strategies
they employ during the transition to online language learning within a single study.
Moreover, research evidence from the Vietnamese EFL context remains limited, particularly
regarding how learners adapt to online language learning following the rapid educational
transformations caused by the pandemic. Therefore, further investigation is needed to gain a
deeper understanding of learners’ experiences and adaptation processes in this context.
Accordingly, this study aims to investigate the challenges experienced by EFL
learners during their transition to online language learning and explore the strategies they
employ to adapt to this learning environment. The findings are expected to provide practical
implications for English language teachers in designing more effective online and blended
learning courses, support learners in developing appropriate strategies for technology-
mediated learning, and assist educational institutions in enhancing the quality of online
language education. Furthermore, this study seeks to contribute to the existing literature by
providing empirical insights into the experiences and adaptations of Vietnamese EFL
learners in online language learning contexts.
4. Literature review
4.1. Concept definition
To provide a clear understanding of the research topic, this section reviews four key
concepts: EFL learners, online language learning, challenges, and adaptations.
4.1.1. EFL Learners
English as a Foreign Language (EFL) learners are individuals who study English in
countries where English is not the primary language used for everyday communication.
According to Richards and Schmidt (2010), EFL learning typically occurs in contexts where
learners have limited opportunities to use English outside the classroom. Therefore, formal
instruction plays a central role in learners’ language development. In Vietnam, English is
generally learned as a foreign language within educational institutions.
4.1.2. Online Language Learning
Online language learning refers to the process of acquiring language knowledge and
skills through internet-based technologies and digital learning environments. Anderson
(2008) states that online learning provides learners with access to educational resources and
interaction through technological platforms, allowing learning to take place beyond
traditional classrooms. Similarly, Moore and Kearsley (2012) emphasize that online learning
enables instruction and communication across distance while promoting flexibility and
learner autonomy. In language education, online learning includes virtual classes, learning
management systems, and digital learning resources.
4.1.3. Challenges
Challenges refer to the difficulties or barriers that learners encounter when adapting
to a new learning environment. In the context of online language learning, these challenges
may include technological limitations, reduced interaction, difficulties in self-regulation, and
motivational issues. Anderson (2008) notes that successful online learning requires learners
to actively engage with digital technologies and learning activities, while Moore (1989)
emphasizes that distance learning environments may create challenges related to interaction
between learners and instructors. In addition, online learners may experience difficulties in
maintaining self-regulated learning and motivation when managing their learning process
independently (Zimmerman, 2002; Hartnett, 2016). Such obstacles may affect learners’
engagement and overall learning experience during the transition from face-to-face
instruction to online learning.
4.1.4. Adaptations
Adaptations are the behavioral, cognitive, and strategic adjustments individuals make
in response to environmental changes. In educational settings, adaptation involves
developing new learning habits and strategies to meet academic demands. According to
Anderson (2008), online learning encourages learners to become more independent and take
greater responsibility for their learning process. Similarly, Moore and Kearsley (2012)
highlight the importance of learner autonomy and effective interaction in distance education.
Therefore, learners may adapt by improving time-management skills, using digital resources
effectively, and becoming more self-directed in their learning (Zimmerman, 2002).
4.1.5. Working Definitions
For the purpose of this study, EFL learners are Vietnamese university students who
learn English as a foreign language. Online language learning refers to English learning
activities conducted through internet-based platforms. Challenges are the technological,
academic, interactional, and motivational difficulties experienced by learners during the
transition to online learning. Adaptations are the strategies and adjustments learners employ
to overcome these difficulties and continue learning effectively.
4.2. Review of related studies

MATRIX TABLE Summary of Related Studies on Challenges and Adaptations of EFL

Learners in Online Language Learning

No. Year Author(s) Purpose Research Participant Key Findings

Design s
1 2014 Sun, S. Y. H. To explore Qualitative Online Learners faced
learners’ study; language difficulties in
perspectives interviews learners time
on fully and reflective enrolled in management,
online reports. higher motivation,
language education and peer
learning. programs. interaction.
They
developed
autonomous
 learning and
self-
management
skills to adapt.
2 2022 Barnhart, Li, To investigate Mixed- Chinese Students
& Thompson Chinese EFL methods college EFL experienced
learners’ study; learners. stress, anxiety,
perceptions of questionnaire and
the sudden and dissatisfaction.
transition to interviews. Most
online participants
learning. preferred
blended
learning rather
than fully
online
learning.
3 2023 Phuong, T. To examine Mixed- Vietnamese Students were
T. H. EFL learners’ methods EFL satisfied with
needs and study; survey university technological
need and students. support but
satisfaction interviews. dissatisfied
during with
prolonged interaction
online opportunities
learning. and learner
autonomy.
4 2021 Choi & To explore Qualitative EFL Online
Chung challenges study; educators learning
and strategies interviews involved in reduced
in and thematic online interaction and
technology- analysis. teaching. engagement.
mediated Teachers
language adopted
learning technology-
environments. mediated
strategies to
increase
participation.
5 2023 Nga, N. T. To investigate Quantitative First-year Teacher
the impact of descriptive Vietnamese support and
e-learning study; EFL peer
ecology on questionnaire students. interaction
motivation survey. positively
and self- affected
regulated students’
learning. motivation
and self-
regulated
learning.
6 2020 Nartiningrum To identify Qualitative Indonesian Poor Internet
& Nugroho EFL students’ descriptive EFL connectivity
challenges, study; open- students. and limited
suggestions, ended interaction
and needed questionnaire. were the
materials for major barriers
online to effective
learning. online
learning.
7 2024 Karimi & To explore Qualitative EFL learners Learners
Ashkani emotional narrative in online experienced
challenges inquiry. and hybrid anxiety and
and coping learning frustration but
mechanisms settings. developed
in online and coping
hybrid mechanisms to
learning adapt
contexts. successfully.
8 2022 Ahmad & To examine Qualitative Online EFL Learners
Ahmad challenges reflective learners encountered
faced by study. from technological
online different and academic
English cultural challenges but
learners and contexts. adopted self-
their regulated
mitigation learning and
strategies. technology-
based
 strategies.
9 2024 Budiarta & To investigate Qualitative English Online
Krismayani perceptions of descriptive language learning
online study. learners and promoted
learning in educators. flexibility and
the post- learner
pandemic autonomy,
period. although
maintaining
engagement
remained
difficult.
10 2023 Abrar et al. To examine Qualitative EFL Students faced
challenges in study; students speaking
online interviews participating anxiety,
English and in online technological
speaking observations. speaking problems, and
classes. courses. limited
support. They
adapted
through self-
practice, peer
collaboration,
and digital
tools.

The reviewed studies reveal several common challenges that EFL learners encounter
when transitioning to online language learning. Across different contexts, learners
frequently reported technological difficulties, including unstable Internet connections,
inadequate digital resources, and limited access to online learning platforms (Nartiningrum
& Nugroho, 2020; Ahmad & Ahmad, 2022). In addition, many studies highlighted
interactional challenges, such as reduced communication with teachers and peers, which
often resulted in lower participation and engagement in online classes (Sun, 2014; Choi &
Chung, 2021; Phuong, 2023). Psychological issues, including anxiety, frustration, stress, and
decreased motivation, were also commonly identified among EFL learners during the
transition process (Barnhart et al., 2022; Karimi & Ashkani, 2024; Abrar et al., 2023).
Despite these difficulties, the reviewed studies consistently demonstrate that learners
adopted various strategies to adjust to online learning environments. Selfregulated learning
emerged as one of the most frequently reported adaptation strategies, with learners
developing greater autonomy, time-management skills, and responsibility for their own
learning (Sun, 2014; Ahmad & Ahmad, 2022; Nga, 2023). Furthermore, learners utilized
digital tools, sought support from teachers and peers, and engaged in self-practice activities
to overcome learning barriers and maintain academic progress (Abrar et al., 2023; Karimi &
Ashkani, 2024). Some studies also noted positive outcomes of online learning, including
increased flexibility and opportunities for independent learning (Budiarta & Krismayani,
2024).
Although previous studies have provided valuable insights into the challenges and
adaptations of EFL learners in online language learning, several research gaps remain. First,
many studies have primarily focused on identifying learners’ challenges, such as
technological barriers, reduced interaction, and psychological difficulties (Sun, 2014;
Nartiningrum & Nugroho, 2020; Barnhart et al., 2022). In contrast, the adaptation process
and the effectiveness of learners’ coping strategies have received comparatively less
attention. Second, a considerable number of studies were conducted during the COVID-19
pandemic, when online learning was implemented as an emergency response rather than a
planned educational approach (Barnhart et al., 2022; Phuong, 2023). Consequently, their
findings may not fully represent learners’ experiences in the current educational context.
Third, although several studies have been carried out in Asian countries, limited research
has specifically examined Vietnamese EFL learners’ experiences by investigating both the
challenges they encounter and the strategies they adopt during the transition to online
language learning.
Therefore, this study aims to explore both the challenges and adaptations of
Vietnamese EFL learners in transitioning to online language learning. By focusing on
learners’ experiences in the Vietnamese context and examining not only the difficulties they
face but also the strategies they employ to overcome them, this study seeks to contribute a
more comprehensive understanding of learners’ adaptation to online language learning
environments.
5.1 Research design
This study employs a mixed-methods research design, combining both quantitative
and qualitative approaches to investigate the challenges and adaptations of EFL learners in
transitioning to online language learning. The quantitative data are collected through an
online questionnaire to identify the common challenges and adaptation strategies
experienced by a large number of learners. In addition, semi-structured interviews are
conducted to gain a deeper understanding of learners’ personal experiences, perceptions,
and coping strategies. By integrating these two methods, the study is able to examine not
only the extent of learners’ challenges but also the ways they adapt to the online learning
environment.
 A mixed-methods design is selected because it provides a more comprehensive
understanding of the research problem than using either quantitative or qualitative methods
alone. The questionnaire enables the researchers to collect data from a large sample,
allowing the identification of general patterns and trends regarding learners’ experiences.
Meanwhile, the semi-structured interviews offer detailed explanations and richer insights
into participants’ thoughts and experiences. Therefore, the quantitative and qualitative
findings complement and support each other, helping the researchers answer the research
questions more thoroughly.
To ensure the validity of the study, both the questionnaire and interview questions
are carefully designed to align with the research objectives and research questions. The
research instruments are developed based on relevant literature and previous studies on
online language learning and EFL education. Furthermore, a pilot test is conducted before
the official data collection to identify and revise any unclear or inappropriate questions. The
interview findings are also used to clarify and support the questionnaire results, while
triangulation through multiple data collection methods enhances the credibility and validity
of the findings.
The reliability of the study is strengthened through several measures. First, all
interviews are conducted using the same interview guide and consistent procedures to
ensure that participants are treated equally. Second, clear and standardized data collection
and analysis procedures are followed throughout the research process. Similar conditions
are maintained for all participants during data collection to minimize bias. Finally, all
interview data are accurately recorded and transcribed to ensure consistency and
dependability in data analysis.
The study uses two main data collection instruments: an online questionnaire and
semi-structured interviews. The online questionnaire is used to collect quantitative data on
learners’ challenges and adaptation strategies, while the semi-structured interviews provide
qualitative data that offer a deeper understanding of learners’ experiences during their
transition to online language learning.
5.2. Scope of the Study
This study focuses on undergraduate students who are learning English as a Foreign
Language (EFL) and have experienced online language learning. The participants are
selected from a university-level learning environment to ensure that they have sufficient
experience with online English learning. The research is conducted at a university in
Vietnam, with a particular focus on learners in a higher education context.
The data collection is carried out during the 2026–2027 academic year. The study
investigates students’ experiences during their transition to online language learning, with
particular attention to the challenges they encountered and the strategies they used to adapt
to this mode of education.
 Specifically, the research examines several major challenges faced by EFL learners
in online learning. These include technological difficulties, such as unstable internet
connections, limited access to appropriate devices, and problems with online learning
platforms. In addition, the study explores communication and interaction barriers between
students and teachers, as well as issues related to learners’ motivation, engagement, and
time management. Furthermore, it investigates the adaptation strategies employed by
students to overcome these challenges and maintain their learning effectiveness.
However, this study has several limitations. It only focuses on undergraduate EFL
learners and does not include students from primary schools, secondary schools, high
schools, or other educational institutions. Moreover, the findings are based on data collected
from a selected group of participants at one university in Vietnam. Therefore, the results
may not be generalizable to all EFL learners across the country.
5.3. Sample and Sampling
The participants of the study will be 150 undergraduate EFL learners aged from 18 to
24 years old from Can Tho University. Most of them will have experienced a transition
from face-to-face language classes to online learning. Information about the participants’
age, gender, year of study, English proficiency, and previous experience with online
learning will also be collected to provide a general description of the sample. Students from
different English proficiency levels will be included to obtain a wider range of experiences
concerning technological difficulties, learning motivation, interaction, time management,
and adaptation strategies.
A combination of convenience sampling and purposive sampling will be used in this
study. First, convenience sampling will be applied to recruit participants for the
questionnaire because the researchers will be able to access students from available English
classes at Can Tho University. This method will be appropriate because it will allow the
researchers to collect data from a relatively large number of participants within the limited
time and resources available for the study. Participation will be entirely voluntary, and
informed consent will be obtained from all participants before data collection.
After the questionnaire data have been collected, purposive sampling will be
employed to select approximately 10 to 15 participants for semi-structured interviews.
These participants will be chosen from the questionnaire respondents based on their
willingness to participate and their different experiences of online language learning. The
interview sample will aim to include learners with different English proficiency levels and
varying degrees of difficulty and adaptation to online learning. This sampling method will
be suitable because it will enable the researchers to select participants who can provide
detailed and relevant information about the challenges they have encountered and the
strategies they have used to adjust to online learning.
 By combining these two sampling methods, the study will be able to obtain both
broad quantitative data and in-depth qualitative insights into learners’ experiences. While
the questionnaire will provide quantitative data that reflect general trends among
undergraduate EFL learners, the semi-structured interviews will offer richer explanations of
the challenges students face and the strategies they use to cope with online learning.
Furthermore, the use of multiple sampling and data collection methods will enhance the
validity and reliability of the study through data triangulation.
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