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In the context of internationalization of higher education, English-medium Instruction (EMI) has been increasingly adopted in many countries, including Vietnam. In addition to English language proficiency, learner autonomy has been a significant factor that allows students to fit into English-mediated learning and do well in education. To date the research has mainly reflected on the challenges of learners and the success of EMI programs while the role of lecturers in promoting learner autonomy has been relatively unknown and scattered. This paper offers an analysis of literature to discuss pedagogical approaches for supporting learner autonomy in EMI programs and in particular in Vietnamese higher education. Using Self-Determination Theory, Sociocultural Theory, and Constructivist Theory, it identifies some of the key instructional strategies such as autonomy-supportive teaching, collaborative learning, project-based learning, assessment for learning and technology-enhanced instruction. Based on this synthesis, the paper proposes an integrated conceptual framework and discusses pedagogical implications as well as directions for future research to support the effective implementation of EMI in Vietnamese universities.
Keywords: English-Medium Instruction (EMI), learner autonomy, instructional strategies, higher education, Vietnam.