Many academics and researchers have become interested in learner autonomy (LA) in the context of both ESL and EFL, especially in the circumstances of the Covid-19 Pandemic. In education, learner autonomy has not been seen as the desired quality in students but is a requirement. This study aimed to collect students' perceptions of Learner Autonomy and to discover the strategies for achieving autonomy. A qualitative case study design was used in this study. The data were collected through questionnaires and interview sessions. The data analysis in this study uses the interactive analysis proposed by Miles and Huberman. This research was held at a private University in Cirebon and involved ten fourth-grade students as participants of this research. This research showed that the students understood the concept of learner autonomy. Students have believed that learner autonomy can significantly promote English proficiency, language learning performance, and readiness for lifelong learning. Task-based learning, assignments, social media platforms, peer teaching, watching the movie, and listening to music activities are the strategies that assist EFL students in achieving autonomy in the EFL classroom setting. Also, setting the learning goals, scheduling, and using learning sources as well as possible become students’ strategies in learning English independently. In addition, these autonomous strategies are believed to increase student responsibility, foster the development of autonomy and language use, and enable students to personalize their education by choosing the pace, setting, and timing that work best for them.

Keywords: Learner Autonomy, peer’s role, social media, EFL learner’s perception, teacher’s support