This study explores the relationship between learner autonomy and English language proficiency of 721 Japanese university students from 16 universities. The students were divided into three levels of English proficiency, based on their score in a vocabulary test. The authors compared the subjects’ differences in perceptions of learner autonomy among the three groups. Results show that there were differences in the degree of autonomy among the groups and revealed that good performers show attributes of independent users”, the middle group stayed at the range of “independent learners”, and the poor performers were struggling at the dependent learners” level. Refereed. Shien Sakai and A. Takagi，pp.297-325．
