Main Article Content

Abstract

This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy in communication skills. Set against the backdrop of Vietnam’s evolving educational landscape, the study is informed by the theoretical frameworks of learner autonomy and sociocultural theory. The research utilizes semi-structured interviews with nine EFL teachers from two institutions, encompassing novice, mid-career, and near-end career stages. The thematic analysis of the interview data revealed four key strategies: collaborative learning, integration of technology, reflective practices, and personalized learning approaches. These strategies were found to be prevalent across different teaching experience levels, each contributing uniquely to fostering learner autonomy. Collaborative learning emerged as a tool for enhancing peer interaction and self-directed learning, while technology integration was highlighted for extending learning beyond the classroom. Reflective practices were shown to deepen students’ self-awareness and critical thinking, and personalized learning approaches were noted for catering to individual learner needs and preferences. The study highlights the importance of adaptable, context-sensitive teaching strategies in promoting learner autonomy in EFL contexts. It suggests the need for educational environments that support collaborative, technology-enhanced, reflective, and student-centered learning.

Keywords

Learner autonomy Strategies Vietnamese Tertiary EFL Education

Article Details

Author Biographies

Le, Can Tho University

Le Thanh Thao has been working as an official lecturer at Cantho University. He is responsible for teaching language skills there. He has worked as an invited editor of two international journals entitled “Jurnal Komunikasi Pendidikan,” managed by Universitas Veteran Bangun Nusantara, and “Erudita: Journal of English Language Teaching,” under Faculty of Education and Teacher Training, Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Furthermore, Thao is an editor for the section on “Literature and Linguistics” of the Literature Forum journal. Thao is very interested in classroom-based research and educational change-related issues.

Hua, Can Tho University

Dr Hieu Hong Hua is a lecturer and a social scientist of school of social sciences and humanities, Can Tho University. He has conducted research projects and applied an interdisciplinary approach to examine social aspects (multiple actors/stakeholders, social cooperation and social conflicts) in different fields in the Vietnamese Mekong Delta. Gender equality, equity and empowerment was be added research projects, including livelihoods, local resilience and adaptative capacity, and adaptive strategies, value chain, under impacts of changes (i.e., climate variability, unstable markets, and pandemic).

How to Cite
Le, T. T., & Hua, H. H. (2024). Empowering Language Learners: Strategies for Enhancing Learner Autonomy in Vietnamese Tertiary EFL Education. FOSTER: Journal of English Language Teaching, 5(2), 90-101. https://doi.org/10.24256/foster-jelt.v5i2.163

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