Learner autonomy is deemed as one of the long-term goals in English language teaching and learning in the 21st century; nevertheless, that students are ready for learner autonomy varies from one context to another. Furthermore, learner autonomy is variously perceived in different contexts. This research aims to explore non-English majors’ readiness for learner autonomy concerning self-awareness, self-efficacy, and motivation in a college in Ho Chi Minh City, Vietnam. The quantitative approach was employed for data collection. A cohort of 134 students was involved in partaking in answering a closed-ended questionnaire. The collected data were statistically analyzed in terms of mean and standard deviation. The results unraveled that the participants were highly ready for learner autonomy. They were aware of learner autonomy and had high self-efficacy and motivation for their own English learning. The preliminary findings are expected to bring theoretical and practical contributions to students’ readiness for learner autonomy in this research context and other similar ones.

Self-regulated learning strategies are referred to as learning processes which students conduct independently and purposefully such as goal setting, planning, motivating, attention controlling, monitoring, and evaluating their learning. Student’s academic achievements, therefore, are supposed to be affected by their self-regulated learning strategies employment. The present study aims to investigate to what extent 90 twelfth graders use self-regulated learning strategies to learn English at a high school in Ho Chi Minh City. The quantitative data collected via a closed-ended questionnaire were statistically analyzed by means of Statistical Package for Social Sciences (SPSS) version 26 (i.e., mean and standard deviation). The findings showed that the surveyed students generally employed eight categories of self-regulated learning strategies including goal setting, planning, self-motivation, flexible use of learning strategies, attention control, self-monitoring, help seeking, and self-evaluation during their English learning. Amongst the self-regulated learning strategies categories, the goal setting strategies were the number-one category while the self-evaluation strategies were the least used category. Based on the preliminary results of this study, some pedagogical implications and recommendations for further research on the employment of self-regulated learning strategies in English as a foreign language (EFL) contexts are given.

Developing reading skills plays one of the vital roles in teaching EFL learners, especially young learners; however, not all teaching models and approaches can be properly employed in teaching young learners. The mixed-methods study endeavours to explore fourth graders’ perceptions of the use of the reciprocal teaching model (RTM) in learning English reading comprehension at a Ho Chi Minh City-based international school. A cohort of fifty students were involved in answering the questionnaire, and fiusefteen of them participated in semi-structured interviews. The quantitative data from the questionnaire were processed by SPSS in terms of descriptive statistics, and the qualitative data from interviews were analysed using the content analysis approach. The findings showed that participants believed that the use of RTM impacted positively their English reading comprehension. They could foster the use of reading strategies and improve their vocabulary and reading comprehension ability. Such preliminary findings can help to further research to confirm the effectiveness of RTM in teaching reading comprehension to EFL learners in general and young learners in specific.