Factors Affecting Vietnamese Language Learning of Ethnic Minority Primary School Students (A Case Study of the Central Highlands Region in Vietnam)

Abstract

This study investigates factors affecting Vietnamese language learning among ethnic minority primary school students in Vietnam’s Central Highlands from teachers’ perspectives. Grounded in ecological and sociocultural frameworks, four groups of influencing factors were examined: student-related, teacher-related, school-related, and family-community factors. Using a quantitative survey design, data were collected from 436 primary school teachers through a structured questionnaire and analyzed using descriptive statistics. Findings indicate that student-related factors, particularly attention span, motivation, and self-discipline, were rated most highly. Teacher-related factors play a key mediating role, while school conditions and family-community support provide foundational contextual support. The study underscores the need for holistic, coordinated educational policies to enhance Vietnamese language proficiency and promote equity for ethnic minority primary students.