Abstract
This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.
 
 Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS.
Highlights
The process of globalization has made English a global language
This research aims at exploring the relationship between learner autonomy consisting of four aspects and English language proficiency of Indonesian undergraduate students
The technical aspect was proven to have a correlation with language proficiency and had a positive and significant effect on English proficiency
Summary
The process of globalization has made English a global language. In this globalization era, English is an essential factor for getting success in academics, career, communication, or business, and academic degrees attainment from overseas universities (Diem & Abdullah, 2020; Jenkins, 2006; McKay, 2012). English is primarily used for international publications (Graddol, 2000; Kirkpatrick, 2009; Phillipson, 2003), job requirements and economic welfare (Coleman, 2011), and information sharing on the internet (Crystal, 2003). Nowadays, these factors make learning English necessary for everyone in order to be able to compete in the global workforce. The students have not reached a satisfactory level of English proficiency upon university entrance (Kirkpatrick, 2007; Lamb, 2002; Lengkanawati, 2017; Supriatna et al, 2020). Their final test results in universities show various levels of proficiency, and even many do not meet proficiency standards (Renandya et al, 2018)
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