Fostering learner autonomy in a blended learning environment: EFL teachers' practices at Hanoi University of Industry

Learner autonomy (LA) is acquiring prominence in higher education, particularly English language instruction, due to its favorable effects on the development of proficiency, blended learning (BL) environments. This paper presents findings an investigation into strategies adopted by instructors nurture LA a BL environment. Class observation and interviews were study's primary data collection methods. During 15 lessons, three observed effort determine how they promote learner autonomy. Teachers interviewed motivations behind their utilization such method cultivate The this study indicate that employed variety autonomy, including organizational support, procedural cognitive support. Cognitive autonomy-supporting are most frequently employed. Improving quality programs educational institutions order essential implication for educators, curriculum developers, administrators.