<![CDATA[Despite the growing use of AI tools in EFL education, few studies have thoroughly explored undergraduate students' perceptions of ChatGPT as a facilitator of autonomous learning, especially in resource-constrained Indonesian contexts where hybrid learning environments prevail. This study aimed to explore the perceptions of English undergraduate students regarding ChatGPT as a tool supporting their autonomous learning, focusing on perceptual orientations, experienced benefits, and encountered challenges. Employing a descriptive qualitative design to prioritize depth over breadth, data were drawn from a purposive sample of 21 active users at a public university in Indonesia through a preliminary questionnaire, followed by in-depth semi-structured interviews with five participants to reach data saturation. Findings revealed predominantly positive perceptions, with students valuing ChatGPT for enhancing language skills, boosting confidence, providing personalized resources, and enabling self-directed objective-setting in a judgment-free environment. However, challenges such as over-reliance, output inaccuracies, and internet dependency were also noted. These results highlight ChatGPT's potential to scaffold autonomous learning processes while emphasizing the need for guided integration within similar EFL settings. The study provides contextual insights for educators on how to integrate AI tools ethically to foster proactive learner agency.]]>
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