Teacher's Roles and Challenges in Developing Learner Autonomy among Non - English Majored Students at a College in Vietnam

A descriptive quantitative research was conducted at the college of Technical – Economic in Ho Chi Minh City, Vietnam. The main aims of the research were to specify the roles of teachers in promoting learner autonomy for non-English majored students. The data were collected through two sets questionnaire referring teachers’ roles and challenges teacher encounter in promoting learner autonomy. The findings reveal that most teachers take the role of counsellor more than the other roles (M=4.23). This finding also shows that teachers and students had good rapport in teaching and personalizing students’ learning. This is similar to most of studies in the same topic of learner autonomy. Dealing with the challenges of constrains that teacher encounter during their teaching practice, the findings showed that students lack of skills in managing their studying effectively (M=3.45). This was particular true for students who have just transferred their studying from high schools to universities. they need time to adapt themselves in a new learning environment where the self-awareness of studying is the main source of acquiring knowledge.