Empowering Vietnamese EFL Learners at Tertiary Level: Investigating Factors Shaping Learner Autonomy in English Language Acquisition

This study scrutinizes the viewpoints of Vietnamese students studying English as a Foreign Language (EFL) regarding determinants impacting their autonomy in language acquisition. Data was amassed from 117 EFL learners attending university Vietnam by using survey-based methodology. The survey instrument, comprising Likert-type items, predicated on well-established conceptual frameworks derived antecedent studies. unveiled multiple key influences learner autonomy, incorporating voluntariness, choice, adaptability alternatives, peer collaboration, and beliefs about educator’s role, motivation, capabilities, independence. These underscore significance learners’ active participation, personal agency, social interactions, nurturing learning ecosystems, intrinsic efficacious strategies, empowerment cultivating autonomy. implications gleaned these results emphasize necessity for pedagogical stratagems that encourage teacher backing, skill enhancement, agency within educational environments. would better equip autonomous journey acquisition, thereby enhancing overall efficiency education context.