This study investigates the perceptions of Learner Autonomy (LA) factors among students in the context of English language acquisition in Vietnam. Specifically, the study examines the potential impact of students’ gender, major, and tenure on their perceptions of these factors. A quantitative comparative research design was employed, utilizing survey-based methodology to collect data from a sample of 117 Vietnamese English as a Foreign Language (EFL) students. The data were analyzed using Independent-samples t-tests to identify significant differences in perceptions across gender, major, and tenure groups. The results indicate that, overall, gender does not significantly impact students’ perceptions of the examined learning factors. However, gender differences were observed in the clusters of teachers’ behavior and teachers’ instructions, suggesting variations in how males and females perceive these aspects of LA. The study also reveals that students’ majors, specifically English Teacher Education and English Studies, do not significantly influence their perceptions of LA factors. Furthermore, students’ tenure in the program does not significantly shape their perceptions of these factors. Accordingly, the results provide valuable insights for educators, policymakers, and curriculum developers in the field of language education, highlighting the need for gender-responsive approaches and inclusive educational practices to promote LA.This study investigates the perceptions of Learner Autonomy (LA) factors among students in the context of English language acquisition in Vietnam. Specifically, the study examines the potential impact of students’ gender, major, and tenure on their perceptions of these factors. A quantitative comparative research design was employed, utilizing survey-based methodology to collect data from a sample of 117 Vietnamese English as a Foreign Language (EFL) students. The data were analyzed using Independent-samples t-tests to identify significant differences in perceptions across gender, major, and tenure groups. The results indicate that, overall, gender does not significantly impact students’ perceptions of the examined learning factors. However, gender differences were observed in the clusters of teachers’ behavior and teachers’ instructions, suggesting variations in how males and females perceive these aspects of LA. The study also reveals that students’ majors, specifically English Teacher Education and English Studies, do not significantly influence their perceptions of LA factors. Furthermore, students’ tenure in the program does not significantly shape their perceptions of these factors. Accordingly, the results provide valuable insights for educators, policymakers, and curriculum developers in the field of language education, highlighting the need for gender-responsive approaches and inclusive educational practices to promote LA.