This study explores the challenges that L2 Vietnamese learners, particularly those from Chinese and Korean backgrounds, face in acquiring directed motion constructions, an essential yet complex aspect of the language. Directed motion constructions, which involve describing movement relative to a reference point, differ significantly across languages, leading to specific difficulties for learners due to typological and morpho-syntactic variations (Talmy, Towards cognitive semantics: Concept structuring systems. The MIT Press, 2000; Phan et al., Annali di Ca’Foscasi. Serie orientale Vol 60 – Giugno 2024, 195–238, 2024). As Vietnamese gains prominence as a regional and global language, there is an increasing need for effective instructional strategies tailored to its unique structures. This study analyzes 30 Vietnamese language textbooks and reference grammars, identifying gaps in current teaching resources, which often emphasize rote memorization over meaningful engagement. Building on task-based learning (TBL) principles, we propose practical strategies that integrate theoretical linguistic insights into real-life, communicative tasks, thereby enhancing learners’ syntactic accuracy and communicative competence. This approach aims to bridge the gap between linguistic theory and language teaching practice, supporting more effective instruction in Vietnamese motion constructions.