The study investigated the perceptions among non-English major students of autonomous language learning (ALL) of their responsibilities, ability to act autonomously, motivation to learn English, and autonomous activities within and outside of class. The data were collected using questionnaires and follow-up interviews. Nearly 300 students at a university in Hanoi, Vietnam, participated, 11 of whom were later interviewed. The analysis suggested that students preferred shared responsibilities. They were relatively confident in their abilities to act autonomously and were moderately to highly motivated to learn English. Nevertheless, ALL activities were conducted only on an irregular basis. Our results indicated that gender did not affect the implementation of ALL. The more motivated the students, the more frequently they practiced ALL activities. A relatively strong positive correlation was observed between self-perceived ALL abilities and activities. Some pedagogical implications were also extracted.