This study investigates the factors affecting learner autonomy among Saudi EFL students, focusing on both internal and external influences. Conducted with 232 English majors from King Khalid University, the research assesses internal factors such as psychological aspects, learning strategies, cognitive and metacognitive abilities, and critical thinking, alongside external factors including the teacher's role, tasks, and the learning environment. Findings reveal psychological aspects as the most significant internal factor influencing autonomy, followed closely by critical thinking and cognitive abilities, while tasks ranked as the most impactful external factor.
The study identifies that tasks requiring engagement and critical thought foster autonomy, while teacher support, though essential, varies in effectiveness based on students’ academic levels. Interestingly, no significant differences were found across academic levels in most autonomy-related factors, except for learning strategies among sophomores. Recommendations include encouraging teachers to facilitate more learner-centered activities, offering autonomy-building opportunities, and supporting students' intrinsic motivation to enhance independent learning capabilities in EFL contexts.