Exercise of Learner Autonomy in Project-Oriented CALL

Abstract

Increasingly, the use of modern technology is coupled with cooperative approaches to learning. The question is how technology affects the exercise of learner autonomy. By presenting evidence of critical incidents and learners' reactions, this article describes how technology-related factors such as computer literacy and beliefs in CALL have affected individual learner's autonomous learning in a Project-Oriented Computer Assisted Language Learning (PrOCALL). The findings suggest that technology can have a positive impact on learner autonomy when learners have extensive experience with technology. However, they also suggest that it can have a beneficial impact on autonomy only when learners perceive technology as a useful tool. The findings indicate that learners' perceptions vary largely according to the level of their computer literacy although the students' perceptions may be modified through positive or negative relationships with other students and the teacher. The article concludes with three conditions necessary for successful autonomous learning: 1) accessible and reliable technology, 2) sufficient computer literacy in students, and 3) good communication with and support from peers.