This qualitative case study aims to explore the experiences of EFL learners in online autonomous learning, reflected on their writing. The study identifies factors influencing the learners' writing and examines the writing product reflects their autonomy in learning. Twelve secondary students from an Indonesian private school were selected through purposive sampling. Data were collected through semi-structured in-depth interviews, supplemented by artifacts and students’ journals. Thematic analysis was employed, guided by the dimensions of autonomy outlined by Benson (2012). Participants’ L2 writing experiences were observed during the activity of composing an academic essay. The study emphasizes the importance of self-management and control over cognitive processes during the writing processes. The findings suggest a multidimensional landscape influenced by technology, teacher feedback, and collaborative activities. Importantly, this activity as reflected from learners’ perspective not only improved overall learning quality by allowing them to focus on specific language components, but it also contributed to higher EFL writing confidence. Finally, teachers who want to empower students and optimize language acquisition should acknowledge the significance and potential benefits of online autonomous learning
