This qualitative study investigates the  strategies employed by Vietnamese  tertiaryEnglish as a Foreign Language (EFL) teachers to enhance learner autonomy (LA) in communication skills. Set against the backdrop of Vietnam’s evolving educational landscape, the  study  is informed by the theoretical frameworks of learner autonomy and sociocultural theory. The research utilizes semi-structured interviews with nine EFL teachers from two institutions, encompassing novice, mid-career, and near-end career stages. The thematic analysis of the interview data revealed four key strategies: collaborative learning, integration of technology, reflective practices,  and personalized learning approaches. These strategies  were found to be  prevalent  across  different  teaching  experience  levels,  each  contributing  uniquely  to fostering  learner  autonomy.  Collaborative  learning  emerged  as  a  tool  for  enhancing  peer interaction  and  self-directed  learning,  while  technology  integration  was  highlighted  for extending  learning  beyond  the  classroom.  Reflective  practices  were  shown  to  deepen students’ self-awareness and critical thinking, and personalized learning approaches were noted  for  catering  to  individual  learner  needs  and  preferences.  The  study  highlights  the importance   of   adaptable,   context-sensitive   teaching   strategies   in   promoting   learner autonomy in EFL contexts.It suggests the need for educational environments that support collaborative, technology-enhanced, reflective, and student-centered learning.