Learner autonomy has been one of the central aims of education because of itssignificant role in lifelong learning. With the advancement of technology and the abundanceof learning resources, students have many opportunities for learner autonomy developmentoutside the classroom. However, the out-of-class learning context is under-explored in theVietnamese context, and research about fostering learner autonomy in this context is alsominimal. The current study aims to explore EFL tertiary students’ learner autonomy in theout-of-class learning context, filling this gap. The results of answers from 709 English majorsin different universities in Ho Chi Minh City showed that students had average control inthree dimensions of learner autonomy: situational, behavioral, and psychological. Eventhough students are averagely psychologically ready for independent study, they still lackautonomous learning strategies. Implications are then made for educators to guarantee thepossibility of promoting learner autonomy in out-of-class learning.Learner autonomy has been one of the central aims of education because of itssignificant role in lifelong learning. With the advancement of technology and the abundanceof learning resources, students have many opportunities for learner autonomy developmentoutside the classroom. However, the out-of-class learning context is under-explored in theVietnamese context, and research about fostering learner autonomy in this context is alsominimal. The current study aims to explore EFL tertiary students’ learner autonomy in theout-of-class learning context, filling this gap. The results of answers from 709 English majorsin different universities in Ho Chi Minh City showed that students had average control inthree dimensions of learner autonomy: situational, behavioral, and psychological. Eventhough students are averagely psychologically ready for independent study, they still lackautonomous learning strategies. Implications are then made for educators to guarantee thepossibility of promoting learner autonomy in out-of-class learning.