Fostering Autonomous Learning through Padlet Integration In EFL Writing at a Vietnamese Public High School

Autonomous learning has been regarded as an important learning method for students’ achieving success in language learning, particularly in times of Vietnamese educational reforms and the new English language curriculum, where students are centered and able to improve their self-learning ability. While research mainly focuses on teacher beliefs in learner autonomy, there’s a lack of studies on EFL student’s perceptions and practices of autonomous learning in Vietnamese school settings. This study investigated the utilizing of Padlet to foster autonomous learning in EFL writing lessons among forty-four 10^th graders at a public high school in the Mekong Delta, Viet Nam. The quantitative data were collected with the use of questionnaires and qualitative insights from the teacher’s observations. Findings indicated that students held positive perceptions and demonstrated active participation in writing tasks through Padlet, suggesting its capacity to enhance self-directed learning. However, the study also acknowledged several challenges, including technical barriers, technical guidance shortage from teachers and time limitation. To resolve the obstacle and promote autonomous learning, the study recommended providing technical support to teachers and students, ensuring reliable and stable Internet access, and engaging students in writing tasks with clear expectations and criteria. Ultimately, it is important to incorporate digital tools, leverage students’ writing skills, and continuously reflect on teaching practices for better fostering autonomous learning among EFL school students in Vietnam.