The study participants were 60 English as a Foreign Language (EFL) students from a single rural university, South Vietnam. Narrative interview was used to collect the required data. The findings disclosed that most of them had positive views of LA as well as its role at higher education. | EFL STUDENTS’ VOICES ON LEARNER AUTONOMY AT A UNIVERSITY IN THE MEKONG DELTA Le Thanh Nguyet Anh* . Student, University of Foreign Languages, Hue University Faculty of Foreign Language Education, Dong Thap University, 783 Pham Huu Lau, Ward 6, Cao Lanh, Dong Thap, Vietnam Received 15 January 2018 Revised 11 March 2018; Accepted 30 March 2018 Abstract: The present study aimed to investigate students’ learner autonomy (LA) at tertiary education in Vietnam. The study participants were 60 English as a Foreign Language (EFL) students from a single rural university, South Vietnam. Narrative interview was used to collect the required data. The findings disclosed that most of them had positive views of LA as well as its role at higher education. Yet, in LA practices, they gained achievements of different degrees and related problems were found. Thereby, it implied that since LA was a long process, students should patiently keep on cultivating it by virtue of both their own sufficient ongoing efforts and instructor’s supports in need. Keywords: learner autonomy, student, EFL, learning, practice 1. Introduction In the past years, researchers have studied the importance of autonomy in second language learning. Autonomy plays a vital role in language education because in any educational contexts, learners are autonomous when they establish their own learning goals and have responsibility for planning, managing and evaluating particular learning activities and the learning process overall. In the changing setting of English language teaching and learning in the 21st century, LA is deemed to be an important goal in the teaching and learning process. Hence, Vietnamese Ministry of Education and Training (MOET) has conducted the Law of Higher Education to enhance the quality of the tertiary educational system approaching international standards in the 21st century. Recently, MOET has integrated and developed LA in the credit education system. A number of new policies have been
