Blended learning, which integrates traditional classroom methods with online digital media, has become increasingly prevalent in higher education. It offers a flexible and interactive approach to teaching and learning. Learner autonomy, the ability of students to take charge of their own learning, is a critical goal of modern education, especially within technology-enhanced learning environments. This study investigates the perceptions of undergraduate students towards blended learning and its impact on learner autonomy within a university environment in Southern Vietnam. Using a mixed-methods approach, this research combines quantitative data from questionnaires with qualitative insights from open-ended questions to provide a comprehensive analysis. The study focuses on university-level English Language Teaching (ELT) students, examining their evaluations of online learning platforms, their challenges in achieving autonomy, and the effectiveness of various assessment methods used in blended learning environments. The findings indicate that students generally perceive blended learning positively, recognizing its potential to promote autonomy through flexible learning schedules and interactive digital tools. However, several barriers to learner autonomy were identified, including insufficient training in self-directed learning strategies and limited access to technological resources. Students highlighted the importance of supportive online learning systems that provide timely feedback and foster interactive learning communities. This research offers practical recommendations for instructional design and teaching strategies aimed at enhancing learner autonomy in blended learning settings. It underscores the need for educators and institutional leaders to critically assess and improve the integration of technology in language education, ensuring that it effectively supports autonomous learning. By addressing these challenges, educational institutions can better facilitate the development of self-directed learning skills among students, ultimately contributing to their academic success and lifelong learning capabilities.