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Results highlight challenges and benefits reflected in perceived usefulness and perceived ease of use, and the study offers guidance to optimize online education for this learner group.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2547-9652  \nApril 2024 ● Vol.9, No.1 [www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 57-68  \nExploring Vietnamese EFL Learners’ Perceptions towards Online Learning at University Education  \nNgoc Tai Huynh  \nCorresponding author, Tra Vinh University, Vietnam, [hntai@tvu.edu.vn](hntai@tvu.edu.vn)  \nTuyet-Nhung Thi Nguyen  \nTra Vinh University, Vietnam, [nttuyetnhung@tvu.edu.vn](nttuyetnhung@tvu.edu.vn)  \nThis study investigates the perceptions of Vietnamese English-majored students towards online learning courses during the Covid-19 pandemic. While online learning has been shown to have numerous benefits, few studies have focused on exploring perceptions of Vietnamese learners of English (EFL) towards online learning course at university level in the Vietnamese context. To address this gap, the present study surveyed 60 Vietnamese EFL learners who have experience with online courses offered by a university in southern Vietnam, using the Technology Acceptance Model (TAM) developed (Davis, Bagozzi, & Warshaw, 1989) . The findings reveal various challenges and benefits of the online learning mode, which are reported by learners through their perceived usefulness and perceived ease of use when taking online courses. The learners' own experiences during online courses were also revealed. The outcomes of this study provide insights into the unique experiences of Vietnamese EFL learners with e-learning and offer suggestions for optimizing online education for this population in university settings.  \nKeywords: E-learning, English as a foreign language (EFL), Vietnamese EFL learners, technology acceptance model (TAM), online education  \nINTRODUCTION  \nThe covid-19 pandemic, which began in late December 2019, has had a devastating impact on all aspects of life, causing radical changes worldwide. Not only has the economic sector been affected, but the educational sector as well (Le et al., 2021) . According to Le et al. (2021), this epidemic has significantly impacted students worldwide, with schools, colleges, and universities being forced to close due to the widespread distribution of the coronavirus.  \nNjeguš (2022) demonstrated that covid-19 has affected the education of over 220 million university students globally, resulting in a decline in the quality of education and making it challenging for teachers to teach specific subjects. Consequently, colleges have had to adapt to new teaching methods and trends to assist their students and maintain the quality of their education. With easier access to information sources on the internet from all over the world, online learning has become more prevalent and stronger. As a result, it is expected that online learning will surpass traditional learning in popularity (Valentine, 2002) . Furthermore, the global expansion of the covid-19 pandemic and class suspensions have made online learning necessary to help students keep up with their studies, as demonstrated by Moorhouse (2020) . There are two types of online learning: synchronous and asynchronous online learning. This study will focus on exploring synchronous online studying.  \nWhen researching the possibility of e-learning, it is crucial to gain insight into students' perceptions of online or distance learning (Yilmaz, 2019) . Due to covid-19, the traditional education system has globally shifted to online learning, requiring both students and teachers to adapt to this new style of studying (Yousaf et al., 2021) . This presents numerous challenges, including accessibility and  \nCitation: Huynh, N. T., & Nguyen, T.N.T. (2024) . Exploring Vietnamese EFL learners’ perceptions towards online learning at university education. Anatolian Journal of Education, 9(1), 57-68. [https://doi.org/10.29333/aje.2024.914a](https://doi.org/10.29333/aje.2024.914a)  \n58 Exploring Vietnamese EFL Learners’ Perceptions towards …  \nknowledge (Ferri et al., 2020) . Although covid-19 is not as severe as before, and many stud","cbCaimStmqpM1SIv","https://ap.wps.com/l/cbCaimStmqpM1SIv","pdf",311360,12,"English","# Introduction\n## Research Objectives\n## Research Question\n## Literature Review","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study focuses on Vietnamese EFL learners’ perceptions of online learning in university education, specifically during the Covid-19 period.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study surveyed 60 Vietnamese EFL learners with experience in university-provided online courses and used the Technology Acceptance Model (TAM).\"},{\"question\":\"What key factors do the findings emphasize?\",\"answer\":\"Findings emphasize learners’ perceived usefulness and perceived ease of use, showing both challenges and benefits of the online learning mode.\"}]","Exploring Vietnamese EFL Learners’ Perceptions towards Online Learning at University Education | PDF",1792073612]