Over the past decade learner autonomy (LA) has been placed a growing recognition in education. Learner autonomy is widely accepted to play fundamental role in English language teaching and learning in the 21st century. This paper reports a study conducted in a provincial university in the north of Vietnam, where the credit-based training system was recently applied. The research focuses on investigating how the English language teachers perceive learner autonomy from its four aspects: technical, psychological, political and socio-cultural. Fifteen teachers served as participants in the study. The teachers answered a five-point Likert-scale questionnaire which was adapted from the questionnaire written by Borg and Al-Busaidi (2012), and then took part in semi-structured interviews. The overall findings show that the teachers are positive toward learner autonomy in terms of its four aspects. The results of the study help to shed light on the teaching practice in the institution. It is also hoped that the findings partly contribute to literature regarding aspects of learner autonomy.