MULTIDIMENSIONAL BARRIERS TO ENGLISH COMMUNICATIVE COMPETENCE AMONG NON-ENGLISH MAJOR UNDERGRADUATES AT NAM CAN THO UNIVERSITY: A MIXED METHODS STUDY

Despite the growing emphasis on English proficiency in higher education, non-English major undergraduates continue to face complex challenges that hinder their communicative competence, particularly in the Vietnamese context. This study looks at the challenges that 240 non-English major students at Nam Can Tho University encounter in improving their English communication skills. Conducted through quantitative surveys and qualitative interviews with 30 participants, it identified four main aspects: language skills, psychological barriers, learning environment, and motivation. These explain 66.1% of the communication difficulties. Quantitative analysis reveals that oral communication challenges, especially in listening comprehension at native speaker speed (M=4.05, SD=0.79), and psychological factors such as anxiety and fear of negative evaluation (M=4.10, SD=0.83), are the most significant challenges. Interviews show that students struggle with limited vocabulary, few chances to practice real-life English, and changing motivation levels. A new part of this study looks at how students use artificial intelligence (AI) tools, showing how technology creates a relaxed, personalized way to learn that reduces anxiety. Comparative analysis with international research confirms common linguistic and affective challenges while emphasizing culturally specific influences in the Vietnamese context. The study's integrated findings emphasize the necessity of pedagogical strategies that improve oral skills and communication strategies, curriculum designs that incorporate authentic and intercultural tasks, and educational policies that fortify resources, teacher training, and student support systems. This comprehensive approach provides valuable insights for enhancing English communication education in similar EFL contexts, addressing both traditional and emergent challenges in language learning.