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Learner Autonomy in English as a Foreign Language (EFL) classrooms is perceived as giving encouragement and opportunities of the teacher to the students to independently choose and decide for themselves not only the purpose of learning and content or learning materials but also the methods and evaluation of their learning. This study aims to investigate beliefs of the faculty and students of the English Education program at Universitas Cenderawasih. This descriptive research used a questionnaire to collect data from 15 lecturers and 120 students. It was found that the majority of respondents agreed with LA development through independent learning activities such as the use of the internet and libraries. Lecturers agreed with the LA principle, learning without a teacher, but students did not even though they believed in the independence of students. Differences in perception also occured in psychological, political and socio-cultural perspectives. Therefore, this study suggests a professional training for teachers and especially for students to help them get more information and increase their knowledge of learner autonomy.

learner autonomy, English as a Foreign Language