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.

Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, and 4 of them voluntarily participated in semi-structured interviews. The results of quantitative data analyses indicate that Chinese senior high school EFL students experienced medium levels of classroom boredom, with male students feeling significantly more bored than females and no difference in boredom in terms of grade and class type. Qualitative data also reveal students’ preferences for challenging language learning activities and learner-centered pedagogy. Our findings shed light on ways of improving EFL learners’ classroom learning experiences and emotional status.

Motivation is one of the most critical prerequisites contributing to English as a Foreign Language (EFL) students’ academic success. Nonetheless, the connection between students’ motivation and academic low achievement remains underexplored in Vietnam. This study, therefore, drawing from Deci and Ryan’s Self-determination Theory, endeavored to bridge this gap by exploring factors affecting low-achieving high school EFL students’ motivation in learning English, which in turn shaped their academic outcomes. The study adopted a cross-sectional qualitative case study design and conducted semi-structured interviews with four purposefully selected participants. Qualitative data were analyzed via convergent cross-case thematic analysis. Findings revealed that participants’ motivation in learning English was dramatically affected by external and internal factors. External factors included institution-related, family-related, teacher-related, peer-related, and socioculture-related influences. Internal factors encompassed intrinsic motivation in learning English, personal interests in learning English, and self-regulated learning competence. Critically, external factors were perceived to be more influential on their motivation in learning English than internal factors. Subsequently, some pedagogical implications were introduced to relevant stakeholders to enhance teaching practices and foster English learning motivation among this student population.