Category: Learner Autonomy

This paper examines the influence of a custom web-based application for goal setting and self-evaluation in compulsory English as a Foreign Language (EFL) courses at a Japanese higher education institution. Employing a mixed-methods approach, quantitative data revealed a strong preference for this digital platform over traditional methods, with students setting challenging goals reporting higher self-evaluation …

This study employs a Complexity Theory-oriented longitudinal qualitative case study to explore the experiences of five autonomous second language learners in digital environments. Two research questions guide the study: how digital tools and resources mediate learners’ experiences, and how technology interacts with the development of identity, motivation, and autonomy. Findings reveal that learners utilize a …