Learner autonomy, in educational discourse, has received high importance and relevance in aiding language acquisition skills. However, in the EFL context of Bangladesh, real life implementation of learner autonomy poses special difficulties due to the heavy reliance on traditional teacher feedback. Hence, purpose of this paper is to investigate the perceptions and readiness of undergraduate students in adopting the assistance of ChatGPT in their writing process. This current study employed a mixed method approach combining structural procedural task followed by a survey. For this study, 182 students from a private university in Bangladesh were instructed to draft an essay introduction after providing necessary lesson in classroom by instructor. Afterwards, the students were advised to take feedback from ChatGPT using a specific rubric; the instructor generated using ChatGPT beforehand and distributed to the students. The findings of the study revealed high readiness forAI-assisted autonomous learning. The students valued the prompt feedback correcting the surface level errors of ChatGPT; however, a majority of the students expressed persistent favor for traditional teacher feedback indicating that while AI tools can support in error corrections, students require teacher involvement for higher order problems. Hence, a hybrid pedagogical approach is recommended for transitioning Bangladeshi EFL contexts toward greater learner autonomy.