This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.   Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS.

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

A successful autonomous learner is usually influenced by numerous factors. Motivation is one of the main factors that have a connection and the greatest influence associated with it. This study focuses to scrutinize the correlation between motivation and learner autonomy of Indonesian EFL learners. It also aims to identify the significant difference between gender and degree level of study in motivation and autonomy. The investigation was conducted using a sample of 40 university EFL learners from some regions in Indonesia. The data were collected through a questionnaire and analysed using Pearson's Product-Moment Correlation and independent-samples T-test. The result of the study showed that there is a positive correlation between learning motivation and learner autonomy. Results of the independent sample T-test showed there was no significant difference between male and female learners in motivation and autonomy, and also there was no significant difference between undergraduate and postgraduate learners in motivation and autonomy. The result of the study recommends the vital role of motivation and autonomy in teaching and learning English especially in the EFL context. They should receive great attention, as they can lead to more effective teaching and learning.