AN IDENTIFICATION OF THE PAIN POINTS EXPERIENCED BY ONLINE ENGLISH LEARNERS USING OPEN UNIVERSITY PLATFORMS

Objective: This paper aims to identify the piantpoints that the online English learners encountered in the journey of experiencing the online Bachelor of Arts in English program at an open university, Ho Chi Minh City Open University (HCMCOU) Theoretical Framework: focuses on online training system worldwide and in Vietnam, the positive and negative experiences of online learners, some previous online learning models and learners’ pain points. Method: The research methodology adopted is a qualitative approach with the tool of in depth interviewing 30 online learners completing one semester of experencing this course at HCMCOU. Each research participant takes about 15 minutes to share their learning experences and paintpoints struggled with. Then, the qualitative collection, is grounded to understand learners’ meanings, experiences, and perspectives for theory developing. Results and Discussion: The research findings demonstrates that while online learners value flexibility and skill improvement, they struggle with scheduling, group work, lecturer communication, and monotonous content. Crucial painpoints include technical issues, outdated content, limited interaction, poor organization, slow support, and demotivation. Research Implications: This writing has scientific and educational significance, providing evidence to help improve the quality of training, support students to overcome challenges and help them proactively find effective learning solutions. Originality/Value: This study contributes to providing in-depth insights into the unique challenges faced by online English learners at an open university, using qualitative interviews to capture their lived experiences. Its value lies in informing data-driven improvements to program design, support services, and teaching practices, ultimately enhancing learning outcomes and learner retention.