This study utilized a quantitative approach with a survey questionnaire. The questionnaire, which was modified from the Basic Psychological Need Satisfaction and Frustration Scale (BPNSNF) by Van Der Kaap-Deeder et al. (2015), included 4 questions for providing informed consent before conducting the research together with collecting participants’ personal information, and 8 five-point Likert items. It was then distributed to university students in Ho Chi Minh City who had used Padlet in their English classes, with convenience sampling employed for data collection.

Learner autonomy has been one of the central aims of education because of its significant role in lifelong learning. With the advancement of technology and the abundance of learning resources, students have many opportunities for learner autonomy development outside the classroom.

EFL teachers play different roles in supporting students’ development of learner autonomy in their learning. However, they may encounter challenges in fulfilling their task. This study aims to investigate EFL teachers’ roles and challenges they may face in developing learner autonomy for non-English majors at a college in Ho Chi Minh City, Vietnam.

Specifically, the study trying to affair the following objectives: To investigate the improvement of secondary students‘ autonomy in learning English before and after doing projects; to identify students‘ attitudes toward the projects carried out regarding the development of the learner autonomy.

The present study sets out with three main aims. First, it aims to understand how Vietnamese EFL teachers perceive LA and express it in their teaching practice. Second, it explores students’ understanding of LA and the ways they learn English autonomously. Lastly, it investigates the relationship between the EFL teachers’ and the EFL students’ perceptions and practices of LA.