Abstract

In the context of Vietnam’s transition toward teaching English as a second language in schools under Decision No. 2371/QĐ-TTg, teachers’ roles need to be redefined to support students in learning and using English more autonomously both inside and outside the classroom. This article proposes a new reference framework comprising three key teacher roles: learning facilitator, resource provider, and learning adviser. These roles are intended to help students, particularly at the primary level, develop learner autonomy through specific activities, including setting goals, selecting appropriate strategies and resources, monitoring progress, conducting self-assessment, and adjusting their learning. The article also presents pedagogical implications and suggests directions for future research on developing autonomy in English language learning in Vietnam.

Keywords: English as a foreign language, English as a second language, English education, learner autonomy, reference framework, teacher roles.