Author ORCID Identifier
Tuyet Thi Tran: https://orcid.org/0000-0002-1221-6015
Abstract
This article examines the impact of self-study apps on out-of-class English learning among first-year non-major university students in EFL contexts in Thailand and Vietnam. Grounded in Radical Constructivism, the study highlights how these tools foster learner autonomy through goal setting, progress monitoring, and independent study behaviors. Over 16 weeks, 200 participants used the apps, with 78% Vietnamese and 71% Thai learners reporting consistent engagement. Quantitative findings revealed their effectiveness in promoting self-regulated learning, while qualitative data emphasized flexibility, personalization, and motivation through gamification and real-time feedback. However, challenges such as limited cultural localization, inadequate interaction opportunities, and technological barriers, particularly in Vietnam, were noted. These findings underscore the importance of contextualizing learning environments to align with learners’ cultural and institutional needs, consistent with Radical Constructivism. The study offers practical recommendations for educators, app developers, and policymakers to enhance the relevance and interactivity of self-study apps, ensuring they better support autonomous language learning in diverse EFL settings.
First Page
67
Last Page
91
Ethics Approval
Not Applicable
Declaration Statement
N/A
Recommended Citation
Tran, T. T., Wetpichetkosol, B., & Tran, X. T. (2025). The impact of self-study apps on university EFL learners: A radical constructivism’s perspective. Journal of Educational Technology Development and Exchange (JETDE), 18(3), 67-91. https://doi.org/10.18785/jetde.1803.04
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
International and Comparative Education Commons, Language and Literacy Education Commons, Vocational Education Commons
