This study attempts to present what the authors have experienced and applied in
fostering learner autonomy in Country Studies (namely British and American Studies) at Faculty
of English, Hanoi National University of Education. Starting with some main definitions about
learner autonomy and its conditions, and basing on authors’ own experience and belief, the authors
discuss four main strategies used in teaching and learning Country Studies. The first is designing
an appropriate syllabus to help the learners acquire a very clear overview about the main content
of the subject, the objectives, the requirements, the evaluation of the program, and the references
which all later encourage them to determine the direction of their own learning, both inside-class
and outside-class time. The second is keeping portfolio, which is considered as an act of selfexploration
among the learners. Thirdly, it is necessary that teachers vary class activities, making
use of group works and pair works effectively in order to successfully reinforce learner autonomy,
so that the autonomous learners will be able to maintain their active learning attitudes and
motivation. And last but not least, our students are highly advised to participate in extra-curricular
activities like quiz games, fashion shows, field trips, culture competition, etc to enjoy new and
more relaxing learning atmosphere and refresh themselves.
