Learning a foreign language is greatly enhanced when learners are autonomous and enjoy a high level of autonomy in a myriad of activities. The current study investigated the lev-els of autonomy among senior non-native English students and the role of their university in-structors in promoting autonomous learning. More specifically, the study examined the auton-omous learning levels of 4th year non-native English majors and the role that the university instructors are playing in developing these non-native English majors‟ autonomous levels from students' perspectives. The data was gathered by semi-structured interviews. The sample of the study consists of 30 out of 100 students. Data collected were analyzed qualitatively using the thematic analysis method. The results of the study showed that generally non-native Eng-lish majors enjoy a high level of autonomy in some activities ranging from the beginning to intermediate level. Pertaining to their instructors‟ roles in developing and improving their level of autonomy, the results showed that some students do not consider it a teacher‟s responsibil-ity, whereas others indicated that it is incumbent upon the instructors to guide and train stu-dents on how to be autonomous and improve their level of autonomy. The reasons behind the results of the study, implications and recommendations for non-native English majors and university instructors are discussed.

Learning a foreign language is greatly enhanced when learners are autonomous and enjoy a high level of autonomy in a myriad of activities. The current study investigated the lev-els of autonomy among senior non-native English students and the role of their university in-structors in promoting autono...