FACTORS MEDIATING EFL STUDENTS’ READINESS AND IMPLEMENTATION OF SELF-DIRECTED VOCABULARY LEARNING VIA MOBILE ENGLISH LEARNING RESOURCES
Vol. 135 No. 6B (2026), Journal of Social Sciences and Humanities
Vol. 135 No. 6B (2026)

FACTORS MEDIATING EFL STUDENTS’ READINESS AND IMPLEMENTATION OF SELF-DIRECTED VOCABULARY LEARNING VIA MOBILE ENGLISH LEARNING RESOURCES

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v135i6B.7867
Published 2026-07-27
Thi Diem Thi Nguyen
University of Foreign Languages and International Studies, Hue University
Le Pham Hoai Huong
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Keywords

self-directed learning, vocabulary, mobile English learning resources

Abstract

This study investigates factors mediating Vietnamese EFL students’ readiness and implementation of self-directed learning (SDL) of vocabulary through mobile English learning resources (MELR) in Sociocultural Theory (SCT) perspectives. Adopting a mixed-methods approach, the study collected quantitative data from 388 undergraduates via a survey measuring SDL readiness and perceived factors impacting students’ SDL of vocabulary. Qualitative data included student learning journals and follow-up interviews. Results indicate that the learners exhibit high readiness, motivation, and moderate autonomy in vocabulary learning, with motivation being the strongest SDL component. Besides, students’ actual vocabulary learning practices are significantly mediated by such factors as technological access, social support, and content relevance, highlighting the interdependence between individual agency and contextual affordances. However, challenges such as time management, limited access to quality resources, and lack of contextual alignment hinder sustained engagement. Analysis of qualitative data reveals that students use diverse MELR (e.g., flashcard apps, dictionaries, videos), demonstrate selective strategy use, and benefit from peer or teacher support. Findings underscore the importance of sociocultural mediation in SDL and highlight the need for pedagogical support and accessible, context-appropriate mobile tools to enhance autonomous vocabulary learning beyond the classroom.

https://doi.org/10.26459/hueunijssh.v135i6B.7867
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