VietTESOL International Convention 2026

There is a gap between how educationalists conceptualise learner autonomy and how it comes to practice (Borg, 2018). Teachers in young learner classes often prioritise other skills that dictate their attention and action since many have the perception that promoting learner autonomy could better be considered in higher stages of learning rather than primary where learners are perceived to mostly have a passive role (Little, 2007; Benson, 2012). Learner autonomy in primary classes is consequently often overlooked. However, once adequately promoted in the learning environment, learners can show better engagement rates and language development results (Nguyen, 2012). The process of fostering the learners’ autonomous skills does not have to include complicated or extended procedures. It calls on redirection in the teacher’s beliefs and considerable commitment to incorporating this focus into their planning, leading to positive shifts in their learning environment dynamics. This interactive session offers participants five practical classroom management strategies and learning activities from my classroom practice. They have continuously provided improved outcomes in promoting my primary learners’ autonomy skills. They could be easily adapted in a range of teaching contexts, including but not limited to mixed-ability and online classes. While a brief reference to the common perceptions and existing models will be shared, participants will have an opportunity to take part and reflect on some effective learner autonomy practices that they can directly apply in classes to support their learners.