This study delves into understanding the determinants of grit in English learning among Vietnamese students, highlighting both external and internal factors. Utilizing qualitative interviews, the research engaged with a cohort of 15 students, aiming to unearth the intricate interplay of influences that bolster their commitment and persistence in English studies. External factors emerged prominently, with teacher influence playing a significant role. Teachers’ motivational techniques, personalized feedback, and the establishment of a nurturing learning environment were underscored as pivotal in shaping students’ determination. On the internal facet, personal goals and aspirations, self-efficacy, intrinsic curiosity for the language, adaptive learning strategies, peer comparisons, and reflective self-assessment were identified as central elements. Insights from Constructivism and Socio-Cultural Theory were instrumental in interpreting the findings, revealing how individual experiences intersect with broader societal and cultural narratives. The study uncovered that while personal motivations and aspirations drive the students, they are simultaneously influenced by societal values, especially in the Vietnamese context, where education is deeply revered. This research contributes to the growing body of knowledge on grit in educational settings, shedding light on the unique cultural and individual determinants in the context of Vietnamese students learning English.

This qualitative study delved into the strategies employed by English as a foreign language (EFL) teachers in Vietnamese higher education institutions (HEIs) to enhance their empathy in pedagogical practices. Rooted in the Mekong Delta context, the research aimed to shed light on the intricate interplay between cultural nuances and empathetic teaching. Through semi-structured interviews with 10 EFL educators from two institutions, the study uncovered several dominant themes. Key findings highlighted the significant emphasis teachers placed on understanding the socio-cultural backdrop of their students to foster empathy. Strategies such as the incorporation of students’ personal narratives, empathetic listening, personalized feedback, and fostering empathetic group dynamics emerged as pivotal in building connections and facilitating effective language instruction. Grounding the findings in the Socio-cultural Theory and the Affective Filter Hypothesis provided theoretical underpinnings that emphasized the role of social interactions and emotional support in cognitive development and language acquisition, respectively. The study underscores the critical role of empathy in EFL teaching, providing valuable insights for educators, policymakers, and future research in similar socio-cultural contexts.