Japanese Language Study Intensity Among Vietnamese University Students: Academic Engagement, Career Motivation, and Learning Behavior in a Higher-Education Context

Japanese language learning has become increasingly relevant for Vietnamese university students due to expanding academic, cultural, and career-related links between Vietnam and Japan. This study examined lifestyle, social, health-related, and motivational correlates of Japanese language study intensity among Vietnamese university students. A cross-sectional survey was conducted with 407 university students studying Japanese in Vietnam. Descriptive and bivariate analyses used the full sample, while the adjusted logistic regression was based on 334 participants with complete data for all model variables. High study intensity was defined as studying Japanese for 8 h or more per week. Descriptive statistics, bivariate analyses, and adjusted logistic regression were used to examine factors associated with high study intensity. Among participants, 185 students (45.5%) reported high Japanese study intensity. In bivariate analysis, high study intensity was significantly associated with higher latest GPA or academic score, career-related reasons for studying Japanese, grammar study frequency, and prioritizing reading. In the adjusted logistic regression model including 334 complete cases, higher latest GPA or academic score and career-related motivation were positively associated with high study intensity, whereas prioritizing reading was negatively associated with high study intensity. Most lifestyle and health-related variables were not significantly associated with study intensity. These findings suggest that intensive Japanese learning among Vietnamese university students may be driven more by academic engagement and perceived career value than by general lifestyle or health-related patterns.