Learner autonomy assessment of English language teaching students in an international program in Thailand

The objective of this study was to assess learner autonomy English Language Teaching students in terms technical, psychological, political-philosophical, and sociocultural dimensions. 19 participants were their first semester MA ELT, which is an international program university Thailand. Among them, there 15 Chinese, three Burmese, one Thai. This employed the explanatory mixed-methods design. First, Measuring Instrument for Learner Autonomy (MILLA) questionnaire (Murase, 2015) used collect quantitative data (QUAN). Then, a semi-structured interview with five carried out gather follow-up qualitative (QUAL). findings revealed that, on average, demonstrated high level all four thematic content analysis generated themes concerning each dimension: 1) use metacognitive strategies through professional goal setting 2) intrinsic extrinsic motivation support autonomous learning, 3) teacher as authority partner negotiable learning process, 4) preference self-dependence collaborative learning. results can be pedagogically contributive programs similar study’s context regards awareness development.