The purposes of the study are to examine what sub-constructs of learner autonomy in English language learning are, and how these sub-constructs are strongly related to student`s autonomy. For this study, a questionnaire examining the learner`s autonomy was developed and administered to 79 university students. ANOVA, correlation, and multiple regression were employed for data analysis. As a result of this study, it was found that responsibility, self-confidence, meta-cognitive strategy use, and student`s perceived teacher`s autonomy support meaningfully influenced on student`s autonomy. In particular, as a result of correlation, it was found that 4 sub-constructs were separately correlated with learner autonomy. When the four variables were considered as predictors at the same time, it was found that the three variables (responsibility, self-confidence, perceived teacher`s autonomy support) together accounted for 61% of variance of learner autonomy. These results showed that four constructs were significant predictors of learner autonomy. (Chungnam national university)