VietTESOL International Convention 2026

Within the evolving landscape of English language education, the repositioning of English from a foreign language to a second language requires learners to develop greater independence in managing their learning beyond the classroom. In this context, fostering learner autonomy in reading becomes increasingly important. This study explores the potential of e-portfolios as a pedagogical tool to promote autonomous reading among non-English major students in Vietnam. The study involved 139 undergraduate students at Hung Vuong University Ho Chi Minh City who used e-portfolios to support their reading learning. Grounded in the concept of learner autonomy (Holec, 1981; Little, 2007), the study adopts a conceptual framework in which the e-portfolio environment functions as a flexible digital space that encourages learner responsibility, self-directed reading behaviors, and reflective practices. Data were collected through a structured questionnaire measuring responsibility for reading learning, self-directed reading behaviors, reflection and self-assessment, and motivation for autonomous reading, along with several open-ended responses. The findings suggest that e-portfolios can foster greater learner responsibility, encourage personalized reading practices, and support the development of autonomous reading. The study offers pedagogical implications for integrating digital tools to promote learner autonomy in EFL contexts transitioning toward a second-language learning orientation.
Keywords: learner autonomy, autonomous reading, e-portfolio, self-directed learning, EFL reading, digital learning.