<![CDATA[This research looks at the relationship between learner autonomy practices and students' opinions in an online English as a Foreign Language course in Indonesia. Learner autonomy, self-regulated learning, and self-determination are a few of the theories applied in this research. A standardised questionnaire was used to gather data before the semester's conclusion. They were analysed using descriptive statistics that included an effect size evaluation, confidence intervals, and a one-sample proportion test. The outcomes show the different phases of the autonomy process. Participants showed that they often participated in autonomy-related activities like seeking and reading resources and writing and understanding a summary. However, 39% of participants agreed that learner autonomy enhances language proficiency, and consensus did not surpass a majority level. This disparity implies that behavioural activation may occur before a certain attribution of linguistic improvement. In order to explain this asynchronous growth, this study also offers a three-tier autonomy framework and emphasises the importance of unique educational assistance that links autonomous engagement with measurable language outcomes. Keywords: online EFL learning; self-regulated learning; perception–practice alignment]]>
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