*Corresponding author: Mister Gidion Maru , Jl. Kampus Maesa Unima, Tondano, Minahasa, North Sulawesi, Indoneisa 95618. Email address: mrgidionmar@unima.ac.id https://dx.doi.org/10.30595/lks.v15i2.10668 , © 2021 Leksika. All rights reserved. Teachers’ Perspectives of Autonomous Behavior in Language Learning: A Survey among English Teachers Mister Gidion Maru*, Chris Caesar Pikirang, Ceisy Nita Wuntu Manado State University, Tondano, Indonesia ABSTRACT The outbreak of the covid-19 pandemic affected the learning practices in Indonesian schools. The practice of the online learning suggested the practice of learning autonomous behavior. This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current pandemic era. This study constitutes quantitative study. For attaining the purpose of the study, a questionnaire had been constructed, it was about the learning autonomy behavior which were adapted from Nabila (2019) in which suggested 15 items of open-ended questions in of each sub dimension, item 1-3 for awareness, item 4-7 for self-effort, item 8-12 for self-esteem, then item 13-15 for the use of technology. The given scale is ranging from 1=Never, 2=Rarely, 3=Sometimes, 4=Often, 5=Always. The participants were fifteen English teachers belong to English teacher council group (Musyarawah Guru Mata Pelajaran-MGMP). They were selected purposely as they are practicing the online learning and having experience. They were easy to reach and access through online communication. The factors Age, teaching time period and their educational background were collected as the data to be considered. the collected data was analyzed using the SPSS tool to find the mean score as the main interpretation. The results exhibited that teachers’ perception is overall negative. The findings suggested that only five aspects of the total fifteen given questions showing relatively positive perceptions indicated by achieving scores ranging from being average to highly moderate. Teachers identified few positives factors namely learners devoted time to study and practice their English, took notes and summarized on their own after learning, made use the school library in studying English, identified their errors in English and fixed them on their own, and watched English learning content on the internet to study and practice English. Yet, these are not sufficient to mark the presence and practice of the autonomous language learning among EFL learners in the current covid-19 pandemic situation. Some other main indicators of autonomous learning such as decision making and goal setting, consistent time organization, self-realization to study, self-formation of learning group, self -assessment of strengths and weaknesses, self- responsibility, self- evaluation, self-effort and search for online educational are viewed to be not generally carried out by learners. Keywords: learning autonomy, teachers’ perception, language learning Article History: Recieved 12 Jul 2021, Final revision 9 Sep 2021, Published 9 Sep 2021 Introduction Teaching and learning process in the midst of COVID-19 has shifted from school to home schooling. Teaching and learning process in the current situation makes the learning autonomy required to be applied among the learners because since of the pandemic outbreak on March 2020 the teaching learning process allotted time is decreased significantly until this time; thus, it is very important for learners to act autonomously (Ningsih, 2019). Either, Indonesian’ curriculum 13 is assumed promoting learning autonomy in which learning process is weighed on learners’ active participation as the replacement of traditional method (Ramadhiyah & Lengkanawati, 2019). Teachers’ perception toward this notion is becoming vital as they are the main actor for learners during and of class (Ningsih, 2019). Briefly, either the successful or the unsuccessful of LA implementation depend on how they perceive and approach this notion.