2020 Volume 18 Pages 82-103
With the use of ICT (Information Communication Technology) tools enabling distance language learning in an interactive and synchronous Virtual Learning Environment (VLE), an increasing number of technology-supported courses based on autonomous language learning has been designed and delivered. Still, little attention has been paid to the learning process of individuals, let alone the ability which underlies the process, namely learner autonomy, the "ability to take charge of one's own learning” described by H. Holec. The article presents a thick description of the learning process in VLE based on a longitudinal study of a Japanese language learner and reports the development of learner autonomy. Analyzing the data based on the autonomous learning framework presented by P. Benson, the paper indicates that learner autonomy is stimulated by the role of VLE, the effect of the investigational intervention, and the emergent learner agency. The research suggests that education interpose will be considered in the stage of goal setting, critical reflection of plan implementation, self-evaluation of learning effects, as well as the maintenance of learning motivation to support autonomous distance learning.
