本研究探討24位越南學生在臺灣「新南向產學國際專班」技職訓練課程中學習華語文的經驗。根據課程目標，學生需在第一學年內達到中文A2程度。研究採用混合方法設計，結合李克特量表問卷與開放式回答，以分析學生在語言發展、學習習慣、情意因素及教學需求等方面的狀況。研究結果顯示，多數學生已達到A1程度，僅1.2位具有A2，顯示在達到A2基礎能力上仍面臨挑戰。學習者普遍具有良好的學習習慣，例如課前預習與課後複習，並認為中文能力不僅有助於職涯發展，也能增強自信心。然而，學生在聽、說、寫及詞彙記憶上仍感困難，特別是在書寫與發音方面。情意反應方面呈現性別差異：男性學生在考試焦慮程度上較高，而女性學生的焦慮程度較低，並能採取更有效的因應策略。學生強調同儕互動，特別是與臺灣同學的交流，對其學習極為重要。在教學建議上，學生期望教師放慢教學進度、提供更多聽力教材，並加強數位工具的運用。研究結果呼應Krashen的輸入假說、Swain的輸出假說及Vygotsky的社會文化理論，對跨國技職教育的教學實踐具有啟示意義。

This study explores the Chinese language learning experiences of 24 Vietnamese students participating in a vocational training program under Taiwan’s New Southbound Policy Industry–Academia International Program. Within their first academic year, students were expected to reach A2-level Chinese proficiency. Employing a mixed-methods design that combined Likert-scale questionnaires with open-ended responses, the research examined linguistic development, study habits, affective factors, and instructional needs. Results showed that most students attained A1 proficiency, with only a few progressing to A2, revealing challenges in advancing beyond basic competence. Learners exhibited strong study habits--such as pre-class preparation and post-class review--and viewed Chinese proficiency as both a career advantage and a confidence booster. Nonetheless, they reported ongoing difficulties in listening, speaking, writing, and vocabulary retention, particularly in writing and pronunciation. Gender differences emerged in affective responses: male students experienced higher test-related anxiety, while females demonstrated lower anxiety and more adaptive coping strategies. Students highlighted peer interaction, especially with Taiwanese classmates, as crucial to their learning. Instructional suggestions included a slower teaching pace, additional listening materials, and enhanced use of digital tools. The findings align with Krashen’s Input Hypothesis, Swain’s Output Hypothesis, and Vygotsky’s Sociocultural Theory, offering pedagogical implications for transnational vocational education.