Exploring the Relationship Between Online Learning and Face-to-Face Communicative Competence: A Case of English-as-a-Foreign-Language Students in Vietnam

This study investigates the relationship between online learning and face-to-face communicative competence among students of English as a foreign language in Vietnam. Drawing on the Community of Inquiry framework and Spitzberg and Cupach’s Model of Interpersonal Communication Competence, the study employed a mixed-methods design to examine students’ perceptions of online learning and the relationship between online learning frequency and speaking performance. Quantitative data were collected from 161 English-major students through a questionnaire measuring online learning exposure and engagement and a performance-based speaking test assessing face-to-face communicative competence. Correlation analyses were conducted to examine the relationship between online learning frequency and speaking performance, followed by semi-structured interviews to further explore students’ learning experiences. The findings indicate that students generally reported positive perceptions of online learning, particularly regarding accessibility, flexibility, and learning convenience. However, a high frequency of online learning was associated with poorer students’ speaking performance. Qualitative findings revealed that students often experienced fewer spontaneous exchanges, reduced non-verbal communication, and difficulties maintaining attention in online classes, which may partly explain their challenges in face-to-face interaction. Overall, this exploratory study contributes to discussions in English-as-a-foreign-language education by offering initial insights into the relationship between online learning experiences and face-to-face communicative competence in the Vietnamese higher education context.