Vietnamese language proficiency has emerged as a critical need for the international community, particularly for students from neighboring countries like Laos and Cambodia. Communicative competence in Vietnamese not only fosters cultural exchange but serves as a fundamental prerequisite for pursuing higher education in Vietnam. In the context of globalization, mastery of Vietnamese offers learners significant academic and professional opportunities.
However, empirical evidence suggests that Laotian and Cambodian learners face substantial hurdles in acquiring the language. Primary constraints include a scarcity of specialized teaching materials, limitations in lecturers’ pedagogical expertise in cross-cultural contexts, and shortcomings within existing curricula. To address these challenges, this study proposes strategic solutions to attract international students to universities in the Mekong Delta, including developing specialized curricula, enhancing faculty professional development, and constructing a supportive learning environment. These recommendations underscore the importance of a modern, learner-centered educational approach, thereby facilitating students’ integration and success in a new academic setting.
Introduction
In recent years, the number of international students pursuing Vietnamese language studies, both in their home countries and within Vietnam, has steadily increased. This trend has become a strategic priority for many universities, not only contributing to revenue generation for educational institutions but also fostering academic and cultural exchange. In Vietnam, the demand for learning Vietnamese is particularly high among students from neighboring countries such as Laos and Cambodia. This growing interest underscores the necessity for more effective strategies to attract and retain these learners.
Existing research on teaching Vietnamese as a foreign language has primarily focused on pedagogical methods, curriculum design, and support policies for international students. Globally, scholars have emphasized the critical role of proficiency in the “host language” as a key factor enabling international students to integrate and thrive in the host country [1]. However, there remains a notable gap in the scientific literature regarding specific, localized strategies aimed at attracting international students to
study Vietnamese, particularly in regions like the Mekong Delta.
This article addresses that gap by analyzing the current state of teaching and learning Vietnamese for international students, specifically those from Laos and Cambodia. The study identifies key challenges and opportunities for universities in the Mekong Delta region to expand international enrollment. The primary objective is to propose a set of feasible and effective strategies to attract and support these students, thereby enhancing the quality of international education and promoting regional cultural understanding.
Research Methods
To achieve the research objectives, a comprehensive methodology was adopted, structured into the following sequential steps.
Step 1
Needs Analysis and Research
The initial phase involved a thorough analysis of the needs of both students and lecturers. This included.
Survey of Laotian and Cambodian Students
A survey was conducted featuring key questions regarding satisfaction with the current program, difficulties encountered during study, and skills desired for improvement. This data provided a foundational overview of student needs and challenges.
Tô Ngọc Sơn
