Understanding learner satisfaction in EFL Continuing Education Programs: A Qualitative case study in Viet Nam
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Abstract
This qualitative case study explores the factors contributing to learner satisfaction in English as a foreign language (EFL) continuing education programs in Viet Nam. Grounded in the andragogical principles and the socio-cultural perspective on language learning, the study investigates the experiences of five Vietnamese adult learners, including three graduates and two current participants, through semi-structured interviews. The findings reveal that learner satisfaction is shaped by four key factors: teacher-student relationships, program relevance to learners’ goals, challenges and support mechanisms, and cultural dimensions of satisfaction. Participants emphasized the importance of empathetic, supportive teachers, practical and goal-oriented curricula, and flexible program structures that accommodate their professional and personal responsibilities. Cultural values, such as respect for teachers and the inclusion of culturally relevant content, further enhanced their engagement and motivation. The study’s contributions lie in contextualizing learner satisfaction within the Vietnamese socio-cultural framework, highlighting the interplay between universal adult learning principles and local cultural practices. Practical implications include the need for culturally responsive pedagogy, flexible program design, and robust institutional support to enhance EFL learning experiences. While limited by its small sample size, this study offers valuable insights and lays the groundwork for further research on adult learner satisfaction in EFL programs across diverse contexts.
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