Tech-Assisted Language Learning (TALL) Among Khmer Students in the Mekong Delta

Abstract

This study examines the engagement of ethnic Khmer learners with Technology-Assisted Language Learning (TALL) in Vietnam’s Mekong Delta, a region characterized by a complex multilingual environment and persistent socio-economic challenges. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative interviews conducted among students, teachers, and caregivers. The findings reveal a significant digital participation gap: despite high levels of learner motivation and widespread access to smartphones, the systematic adoption of TALL is constrained by infrastructural limitations, including unstable electricity supply and limited internet connectivity. Data analysis further indicates that while students engage enthusiastically with multimodal and gamified learning content, their oral language production remains restricted due to insufficiently scaffolded digital support. Although educators and caregivers strongly value English as a pathway to socio-economic mobility, they face substantial barriers, such as the lack of localized Khmer-language instructional resources, rigid curricular structures, and gaps in digital literacy. The study concludes that effective institutionalization of TALL in rural, minority-majority contexts requires approaches that move beyond technological provision alone, emphasizing inclusive bilingual design and integrated home -school support systems. These findings offer important implications for policymakers and educational technology developers seeking to promote equitable and sustainable digital learning ecosystems in Southeast Asia’s multilingual regions.