Navigating EMI Courses Through Personalized Learning Networks: A Phenomenological Study on Vietnamese Students’ Use of Digital Technology
Keywords:
digital technology; English-medium instruction; EMI; Vietnamese students; higher education; personalized learning networks; PLNsAbstract
This study explores how Vietnamese undergraduate students enrolled in English-medium instruction (EMI) economics courses use digital technologies to build and navigate personalized learning networks (PLNs). Amid growing EMI adoption in Vietnamese higher education, students face challenges related to language proficiency and disciplinary content comprehension. Grounded in Learning Culture Theory and employing a phenomenological approach, this study investigates the lived experiences of 24 EMI students in economics majors through focus group interviews. The findings from the thematic analysis reveal that students actively engage with a range of digital tools and platforms including social media, online forums, and collaborative apps to access course content, clarify concepts, and seek language support. These self?curated PLNs enable learners to access content, seek support, and exercise agency in managing academic tasks. The results also highlight variations in students’ engagement strategies, with some preferring workplace-based mentoring or offline peer interactions over digital platforms. The study underscores the importance of student agency and digital competence in EMI contexts and demonstrates how learners adapt institutional and non-institutional resources to meet their needs. The paper concludes by emphasizing the need for EMI pedagogies that recognize learners’ digital practices and integrate more responsive technological and academic support. In addition, implications are discussed for EMI policy implementation, teacher development, and future research in multilingual digital learning environments.
https://doi.org/10.26803/ijlter.24.8.32
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