VietTESOL International Convention 2026

Learner autonomy has long been acknowledged as a key factor enabling learners to take control of their learning and adjust effectively to new linguistic contexts. As Vietnam gradually moves toward more ESL-oriented language education, increasing attention has been paid to technology-enhanced learning that extends English use beyond classroom instruction. This study investigates how the Global Speak application supported learner autonomy and language development among 129 Vietnamese high school students during the 2025–2026 academic year. Students completed app-based language learning tasks every Monday, Wednesday, and Friday as part of their regular out-of-class learning practice. The tasks were aligned with the Global Success English 10 curriculum adopted at the school and widely used in Vietnamese public schools. This alignment enabled students to revise and reinforce classroom knowledge of the four language skills independently without relying heavily on extra classes. Data collected from student reflections, classroom observations, participation records, and task completion logs revealed noticeable improvements in students’ language use, communication skills, self-confidence, and classroom participation. Eighty-five percent of students reported becoming more responsible for their own learning and engaging with English more consistently outside formal classroom settings. However, challenges related to maintaining consistent self-study habits and managing independent learning were also observed. This study highlights the potential of technology-supported language learning in fostering learner autonomy and supporting sustainable language development, particularly in rural educational contexts with limited opportunities for authentic English exposure.