Fostering autonomy in language learning

摘要: This paper explores the role of metacognition and imagination in language learning. It does this by reporting on a three-year research project which investigated learning experiences Japanese first-year university students who were working to improve their English proficiency self-directed course. The course was based pedagogical model blended self-access with classroom-based instruction. inquiry employed mixed methods approach gathered variety data, including learners’ histories, beliefs questionnaire, evaluation interview transcripts, portfolios. A preliminary thematic analysis qualitative data pointed several affordances within environment together served enhance metacognitive development. Extending include imagination, suggests these also facilitated played students’ learning, that processes mutually supportive. In order illustrate points, takes an in-depth look at one participant. Before recounting learner’s story, presents discussion theoretical constructs guide analysis, description outline study.