Background/purpose: Learner autonomy has been a burgeoning interest among language researchers and practitioners. Given extensive research into the construct, it remains necessary to explore it from a wider context. This study thus aims to investigate the perceptions of autonomy in English language learning among English major students at a Vietnamese university, particularly focusing on how demographic factors and academic disciplines influence these perceptions. Materials/methods: Drawing on a survey research design, the study quantitatively explored 334 students' perceptions about their autonomy in learning English through 40-item questionnaires and open-ended questions using Google Form. Results: From both an overall questionnaire and cluster measurements, findings revealed that English majors positively perceive their autonomy in learning English at a high level. Their demographics of gender, age and academic years of study did not influence their perceived autonomy related to learning English. However, the students of English Teacher Education differed statistically from their counterparts in English Studies over two perceptions of autonomy: first, in their beliefs about their teacher's role, and second, freedom in learning between students from rural and urban areas. Besides, findings from the open-ended questions indicated four common strategies teachers deployed to promote their autonomy in learning English, comprising testing, homework and assignments, checking their participation in classroom activities, and group work. Conclusion: English-major students had a high level of perceived autonomy in learning the English language, with notable differences based on majors and geographical location.