Nowadays, technology has profoundly influenced almost every part of our cultures, affecting how we live, play, work and most significantly learn. Especially under the circumstances that the covid-19 has been spreading fast and affect basically every country in the world, teachers and students everywhere have to adapt themselves in a “new normal” way of teaching and learning, in which massively requires to use technology. As a result, technology has become one of the most important skills that everyone need to have in order to not just entertain ourselves but also acquire education. Furthermore, employing technology in an education setting is expected to help achieve independent learning as well as improving learning outcomes. Additionally, according to Hoang (2018), in the Vietnamese context of learning and teaching ESP courses, the learners are mostly rather passive in learning text-based and content-based subjects. Hence, visual aids of practical examples of text-based theories can help embellish students’ learning process. Moreover, since the time for in-class learning activities is limited, it is infeasible for students to assimilate the immense wealth of information required in a session. Students, accordingly, need to develop and enhance learning autonomy in order to have life-time chances of revising knowledge and gaining thoughtful insights. Following in the footsteps of Hoang (2018) in researching learning autonomy and the perception of students as autonomous learners, this study focused largely on how to utilize of technology, movie clips to be specific, to boost student’s independent learning and suggested several ways to improve its effectiveness. In order to achieve the stated aims, this research presented the rationale and theoretical perspective of the key issues, building the evidence based for the research. Those key issues include the definition of learning autonomy, different approaches to foster independent learning on the Internet, teachers’ role in promoting learning autonomy and the benefits of video materials in English teaching. The results signified a positive reaction of the students chronologically towards the teaching medium and a good trend of its application in ESP courses.