Enhancing Learner Autonomy through Exploratory Talk with Vietnamese Secondary School ELLs: Preliminary Literature Review Dang (2010) Shows that ICT tools can help promote learner autonomy in certain ways, but these are mostly outside of class and passive/receptive activities, not the sort of productive activities necessary for dialogic teaching. Additionally, student participation in productive activities is varied; some contribute a significant amount, others just do enough to get by. Van Loi (2016). This paper illustrates the difficulty in promoting learner autonomy in Vietnam. Issues arise both from students previously learned habits and teachers' perceptions of their students abilities. Further complicating matters, the paper shows that Vietnamese teachers themselves lack autonomy to effectively implement non-traditional modes of instruction, as they are constrained by government policy and strict curricular guidelines. Emler (2019) shows in a doctoral dissertation...