VietTESOL International Convention 2026

Learning English at university is no longer limited to classroom instruction; students are now expected to take greater responsibility for their own learning outside class. However, limited research has explored how Vietnamese students use learning strategies to support autonomy outside the classroom. To address this gap, this study examines the relationship between language learning strategies and learner autonomy among first-year Vietnamese EFL university students. A mixed-methods design was used, combining survey data from 89 students at a university in Hanoi with semi-structured interviews. Quantitative findings showed a statistically significant positive correlation between overall strategy use and learner autonomy, with social and metacognitive strategies showing the strongest correlation. This suggests that practices such as peer support, planning, and self-evaluation are especially important in promoting autonomous learning outside the classroom. The qualitative findings supported this general pattern as most students reported that strategies involving self-regulation, technology use, and social interaction helped them manage their learning more independently beyond class. However, certain memory strategies, such as using flashcards and repeatedly writing new words, were perceived as ineffective or boring. The study suggests important implications for EFL teaching and learning. Educators should act as facilitators by designing activities that promote effective use of technology and social interaction, thereby creating a more empowered learning environment.