INVESTIGATING ACADEMIC RISK-TAKING BEHAVIORS OF VIETNAMESE ENGLISH-MAJORED STUDENTS DURING ENGLISH CLASSES

Abstract

Although risk is often viewed as undesirable or threatening, not all types of risk are negative. Academic risk-taking, defined as learners’ engagement in academic activities despite awareness of uncertainty and potential failure, is a constructive form of risk that has been linked to improved academic performance. While there has been research on academic risk-since the previous century, studies in the higher education context remain limited, particularly in Vietnam. This study seeks to address that gap by exploring academic risk-taking behaviors in English classes among Vietnamese English-majored students at a university in the Mekong Delta. Quantitative data were collected from 83 students through an adapted version of the Academic Risk-Taking Scale developed by Hübner and Pfost (2024). Results reveal that students are most willing to take risks when being with their peers only, and that fourth-year students are less inclined to take risks than their first-year counterparts when only the instructor is present. In terms of qualitative findings, semi-structured interviews with 8 students identified nine factors influencing their willingness to take risks: perceived challenge of the class, interest in the subject, instructor, peers, confidence (including perceived capability and certainty), grade considerations, motivation for self-improvement, classroom activities (e.g., presentations, games, peer interaction), and consideration for others. The study aims to offer valuable insights for educators to cultivate supportive learning environments that encourage academic risk-taking, thereby contributing to students' learning and academic performance.