From Isolation to Connection: Peer Support and Community in Online English Learning for Vietnamese Adults

This qualitative multiple-case study (with seven embedded units of analysis) investigates the role of peer support and community engagement in shaping adult learners’ experiences, motivation and persistence in a fully online Bachelor English Language program in Vietnam. Guided by Adult Learning Theory and the Community of Inquiry framework, this study explores how seven adult learners develop peer networks, engage with their learning community, and navigate cultural expectations in a collectivistic context. Data were collected through semi-structured interviews, online classroom observations, and institutional documents over one academic semester. Abductive thematic analysis revealed that learners persist in their online program because they were able to construct their own social and motivational support networks. In response to the absence of institutionally facilitated community, participants relied on self-initiated peer groups. These helped reduce isolation, sustain motivation, regulate learning, and recreate the kind of group engagement they valued culturally. Technology played a dual role; it not only functioned as a medium for connection but it also caused fragmentation. Findings demonstrate that peer support promotes learners’ commitment to their studies, enhances social presence, and serves as a crucial buffer against motivational decline. However, community engagement remains inconsistent and relies heavily on learner initiative rather than program design. The study highlights the necessity of intentional community building mechanisms, structured peer interaction opportunities, and integrated technological tools that align with Vietnamese learners’ social learning preferences. Implications for instructional design, institutional policy, and future research on adult online language education in collectivist contexts are discussed.