VIETTESOL INTERNATIONAL CONVENTION 2025

This study investigates how project-based learning (PBL) can enhance the autonomy among English-majored learners in Vietnamese higher education. There were 15 participants in the study, including 7 senior English majoring students taking British and American culture courses and 8 senior students who are majoring in English for tourism program. Data were collected through focus group interviews. Results showed that project-based learning promotes English-majored students' autonomy after taking courses using project work. Specifically, significant changes have been recorded in gaining self-confidence, having flexible interactions with social matters and taking more responsibilities as well as improving self-determination in decision-making. Furthermore, the teacher’s facilitative role in project-based learning is crucial in fostering learners' autonomy in the classroom. The results suggest that English language programs in Vietnamese universities integrate project-based learning (PBL) more systematically into the curriculum, especially in content-based courses such as culture and tourism. Moreover, teachers should be trained to adopt a facilitative role, assisting learners through project phases while fostering independent decision-making and collaboration.