As part of decision-making and persuasion, expressing two-sided arguments is an important skill to master. In this study, university learners in their first-year (N = 85) prepared for a presentation and were evaluated in an academic spoken English course on individual two-sided argument presentations. Participants then completed a post-test survey on autonomous learning with multiple dimensions. A list of 31-item statements on learner autonomy adapted from the Autonomy Learner Questionnaire (ALQ) (Egel, 2003) was used. A quantitative analysis using factor analysis using the presentation scores and post-test survey responses. Results showed that learners with higher presentations scores were likely to be more attentive to language learning who try various study methods. While these higher scorers were more likely to be proactive in initiating language learning opportunities such as going to places where English is used, all participants were on average less proactive in initiating such environments in general. Implications are that these learners might benefit from awareness raising and guidance in autonomous learning.