Purpose: Language learning is often conceptualized as a cognitive, psycholinguistic or pedagogical process confined to formal classroom contexts. Scant attention is paid to the autonomy of young learners in out-of-class situations. Methodology: Using an emic approach, this study attempts to fill the research gap by analyzing the visual and verbal narratives of 60 eighth graders in Hong Kong. A comprehensive coding scheme was developed to gauge their degree of autonomy and its intricate relationships with their out-of-class language learning experiences. Findings: Compared to their less autonomous counterparts, the highly autonomous learners are found to engage in more informal and solitary activities, set concrete goals that appeal to them and employ meta-cognitive strategies to facilitate their language learning. Originality: From a methodological standpoint, multi-modal narratives appear to be effective in tapping students' beliefs and experiences, as this allows the unobstructed flow of their own voices.