FACTORS AFFECTING ENGLISH-MAJORED STUDENTS’ SELF-DISCIPLINE IN ENGLISH LANGUAGE LEARNING: A CASE STUDY AT TAY DO UNIVERSITY

Abstract

 Self-discipline is considered an important factor contributing to success in foreign language learning. This study aimed to investigate the factors affecting English-majored students’ self-discipline in English language learning at Tay Do University. A mixed-methods approach was employed, involving 166 English-majored students who completed a questionnaire and six participants who took part in semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that most students had a good understanding of self-discipline and acknowledged its importance in language learning. Six factors influencing self-discipline were identified, including consistent practice, study habits, self-motivation, time management, goal-setting, and outside influences. Among these, consistent practice and self-motivation emerged as the most influential factors, followed by study habits, goal-setting, and time management. Outside influences, such as support from teachers, peers, and family, were found to play a supplementary role. The study highlights the importance of fostering students’ internal motivation and effective learning habits to enhance self-discipline and improve English learning outcomes. Practical implications are provided for students, teachers, and educational institutions to support the development of disciplined learning behaviors.