This research article intends to examine how far Computer Assisted Language Learning promotes the autonomous EFLleaming and how this can be maximized, overcoming the limitations it has in practical fields. An autonomous learner uses his personal ways of learning according to his need and knowledge on the subject At the same time he/she sets his own target and evaluates the improvement. OWL can facilitate and give support to all these aspects. So, in general sense we do assume that GILL should promote autonomous EFL learning. But in the context of Bangladesh we need to find out what are strengths and limitations of CALL activities in facilitating EFL learner autonomy. In this paper the researcher has given ageneral idea of current practices of CALL activities on autonomous language learning. And then he tried to analyze the prevailing limitations of CALL activities to finalize the guidelines later to maximize benefits of EFL autonomous learners. Therese archer has conducted a questionnaire survey to analyze the present scenario of CALL activities to mould a proper guideline to get the best result for EFL autonomous learners of Bangladesh in the tertiary level.