An Exploratory Study of EFL Students' Agency in Learning English at the School of Foreign Languages, Can Tho University

Abstract

"This exploratory study investigates learner agency among English as a Foreign Language (EFL) students at the School of Foreign Languages, Can Tho University. Drawing on the Agency for Learning (AFL) framework, the study examines students’ levels of learner agency across four core agentic properties: intentionality, forethought, self-regulation, and self-efficacy, and identifies factors that positively and negatively influence their capacity for autonomous learning. A mixed-methods approach was employed, combining a quantitative questionnaire administered to 100 English major students with qualitative semi-structured interviews of four participants. Findings reveal that students demonstrate high levels of learner agency overall, with forethought emerging as the strongest dimension, while self-regulation represents a critical implementation bottleneck. The study identifies a significant competence-confidence gap within intentionality and notes that self-efficacy declines as students progress through their academic programs despite enhanced metacognitive awareness. Six positive factors were found to facilitate agency: clear instructional guidance, collaborative learning environments, technological tools, future goal visualization, supportive relationships, and achievement recognition. Seven constraining factors were identified: unclear instructional objectives, assessment-driven pressure, curriculum overload, comparative self-evaluation, inadequate feedback, environmental barriers, and career uncertainty. The findings reveal a person-environment mismatch in which students possess strong agentic potential but struggle to implement behavior due to consistently overwhelming systemic demands. The study contributes to understanding learner agency in Vietnamese EFL contexts and offers practical implications for fostering autonomous learning through targeted pedagogical interventions and systemic support structures."