Many researches have been examined learner autonomy in other countries in recent years. Teachers’ beliefs and practices towards learner autonomy at the tertiary level in Vietnam are, however, very marginalized and neglected. This study investigated 385 English language teachers’ perceptions and practices to promote learner autonomy using the quantitative approach with the combination of the adapted Borg & Al-Busaidi’s 2012 questionnaire with the researcher-made items. |