<![CDATA[Research on Japanese-language learning has widely examined communication skills, motivation, and general vocabulary acquisition, yet limited evidence explains how Vietnamese school-level learners experience the interconnected difficulties of vocabulary form, sound, meaning, and contextual use. This study investigates these difficulties and identifies learners’ instructional and technological support needs. A descriptive cross-sectional survey was conducted with 37 Vietnamese junior and senior high school students studying Japanese. Data were collected through a structured questionnaire covering learning background, vocabulary-learning habits, perceived difficulties, desired lesson content, preferred exercise types, and expectations for vocabulary-support tools. Frequencies and percentages were calculated for categorical and multi-select items, and Spearman’s rank correlation analysis was used to examine associations between learner characteristics and the total number of reported difficulties. The most common challenges were remembering word meanings, distinguishing similar kanji forms, using words appropriately in context, and differentiating near-synonyms. Greater weekly study time and having a personal vocabulary-management system were associated with fewer reported difficulties. The study contributes novel exploratory evidence by integrating learners’ perceived vocabulary difficulties, study practices, and support expectations within a single school-level sample. The findings support instructional approaches that combine Vietnamese explanations, kanji support, contrastive examples, structured review, contextualized practice, and feedback. Theoretically, the study extends multidimensional models of vocabulary knowledge by showing that Japanese vocabulary difficulties among Vietnamese school students reflect an interconnected form–sound–meaning–use burden rather than isolated memorization problems.]]>
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