Towards Building Curricula for Fostering Autonomous Vocabulary Learning: A Case of Vietnamese EFL Context

Adopting a problem-solving approach to curriculum design, this paper is an
attempt to illustrate a case of a Vietnamese university where the vocabulary learning and teaching practices are not satisfactory. Drawing on relevant research literature in the field, it first identified the problems associated with the underachievement of learners in terms of vocabulary learning. Several suggestions would then be made towards integrating into the existing curricula elements of a learner autonomy strand where learners find ways to relate the public and private learning domains.