Fostering learner autonomy in a blended learning environment: EFL teachers' practices at Hanoi University of Industry




Learner autonomy, blended learning, EFL teachers’ strategies


Learner autonomy (LA) is acquiring prominence in higher education, particularly in English language instruction, due to its favorable effects on the development of language proficiency, particularly in blended learning (BL) environments. This paper presents the findings of an investigation into the strategies adopted by instructors to nurture LA in a BL environment. Class observation and interviews were the study's primary data collection methods. During 15 lessons, three instructors were observed in an effort to determine how they promote learner autonomy. Teachers were interviewed to determine the motivations behind their utilization of such a method to cultivate learner autonomy. The findings of this study indicate that instructors employed a variety of strategies to cultivate learner autonomy, including organizational autonomy support, procedural autonomy support, and cognitive autonomy support. Cognitive autonomy-supporting strategies are the most frequently employed. Improving the quality of BL programs in educational institutions in order to nurture LA is an essential implication of the study for educators, curriculum developers, and educational administrators.

Author Biography

  • Pham Thi Hong, Hanoi University of Industry, Ha Noi, Vietnam

    Pham Thi Hong works as English lecturer at Hanoi University of Industry. She received a bachelor’s degree in English from University of Languages and International Studies and a master’s degree in English Linguistics from Hanoi University of Industry in Vietnam. She shows a strong interest in Community engagement pedagogies by integrating community issues into learning. Her research interest is English language teaching and English Translation.


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Research Article

How to Cite

Pham, T. H. (2023). Fostering learner autonomy in a blended learning environment: EFL teachers’ practices at Hanoi University of Industry. International Journal of TESOL & Education, 3(3), 39-56.

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