Abstract
This article investigates the autonomous learning ability of Chinese Language majors in Ho Chi Minh City University of Education through a questionnaire survey of 200 students. The research results show that the level of students' autonomous learning ability is relatively high; students have the highest autonomy in terms of defining learning goals, and have the lowest autonomy in terms of monitoring the learning process. Gender factors have an impact on the ability of autonomous learning in two aspects: the choice of learning methods and the choice of solutions to difficult problems in the process of Chinese learning. Grade factors have an impact on the ability of autonomous learning in terms of learning methods and strategy selection and learning process monitoring. The higher the level of autonomous learning ability in determining learning goals, the higher the student's academic performance.
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