Learning autonomy: A case study at the faculty of English, Hanoi Open University

Abstract

In Vietnam, learning activities are likely to be teacher-centered, in which teachers play the principal role in the teaching process. Project-based learning is an approach to enhance learner autonomy. Therefore, this paper reports the impact of project work in teaching English language skills to second-year students majoring in English at Hanoi Open University. Twenty-five second-year students who majored in English were randomly chosen to join the project for two academic semesters. Two instruments were employed to assess learner autonomy: a self-assessment questionnaire and group interviews. The study’s findings indicated that project work made students more confident, responsible, motivated, and determined, making them more autonomous learners. The study meets the requirements of innovation of higher education policies to reform teaching methods.