THE AUTONOMY OF ENGLISH-MAJORED STUDENTS AT BANKING ACADEMY OF VIETNAM

Abstract

The emphasis on learner autonomy in EFL pedagogy is witnessed worldwide, but Vietnamese
university students including Banking Academy ones face significant challenges in developing independent
learning skills. Although educational reforms in Vietnam promote active learning and greater student
independence, the extent to which English-majored students (EMS) at Banking Academy (BA) develop
autonomy remains a concern. The research aims to assess the level of learner autonomy among EMS at
BA. By conducting the observations in 3 classes during the school year 2024-2025, the research mainly
aims to investigate EMS’s level of learner autonomy at BA and offer suggestions to enhance EMS’s learner
autonomy At the same time, the study explores worthy insights for students, lecturers, and educational
institutions in fostering greater independence in language learning, ultimately contributing to improved
English education outcomes.