Vietnamese EFL Tertiary Teachers’ Perspectives on Fostering Learner Autonomy in Online Teaching: Opportunities or Challenges

The COVID-19 pandemic’s shift to online teaching has highlighted the importance of learner autonomy in language education, especially in Vietnam where online teaching has been widely adopted since March 2020. This study explores Vietnamese online teachers’ perspectives on promoting learner autonomy. It involves 82 EFL (English as a Foreign Language) teachers using a mixed methods approach with questionnaires and interviews. Findings reveal that while teachers generally understand the concept of learner autonomy, some may underestimate their role in nurturing it. The study highlights the effectiveness of specific pedagogical and communicative strategies in online environments, such as creating supportive learning spaces, encouraging resource exploration, using diverse materials, and facilitating meaningful interaction. While teachers recognize the potential of technology, they emphasize the need to go beyond mere access and actively foster self-directed learning through these strategies. The research also identifies challenges such as student engagement, distractions, and academic integrity, calling for targeted interventions. These insights provide valuable guidance for teachers and tertiary institutions seeking to enhance online learning environments that effectively promote learner autonomy in Vietnamese EFL contexts.