Abstract
This paper aims to synthesize and analyze factors affecting learner autonomy in EMI learning and proposes effective solutions to eliminate existing issues related to learner autonomy. Employing a quantitative method, the sample for this study consisted of 224 Business English majors enrolled in the top three economics universities in Hanoi, Vietnam, including National Economics University (NEU), Foreign Trade University (FTU), and Thuongmai University during the academic year 2023-2024. The findings showed that some factors such as motivation, attitude, learning strategies, and English proficiency have a significant impact on learner autonomy in EMI learning, especially motivation, which has the strongest positive influence. Teachers, teaching methods, and learning materials motivate and develop students' learning autonomy. Moreover, the findings also revealed that learning culture might have the least influence on how students control their learning. From these findings, students can recognize which factors actively support their learning autonomy in EMI learning or likely hinder their understanding. These findings recommended that students, teachers, and universities implement specific solutions for nurturing and developing learner autonomy in EMI classrooms and university learning environments.
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