This paper aims to propose a possible solution to a real-world curriculum problem of
how to foster learner autonomy in an English academic writing class at College of Foreign
Languages-Vietnam National University where a generally low level of learner autonomy is
perceived. It begins by defining relevant terms and representing the problem. Thence, the rationale
for the proposed solution and a plan for implementing it are discussed. The final section suggests a
plan for evaluating the effectiveness of the problem-solving task.
