Abstract
This paper explores how information and communication technology (ICT), the Internet in particular, can expand the opportunities for the self-directed language learning activities of learners of Japanese, and support learners' second language skills. Data consisted of learning diaries, collection of materials, background interviews and interaction interviews. Dray.ring on Activity Theory (Leont'ev, 1978; Engeström 1999, 2001) and the concept of Affinity Space (Gee, 2004, 2007, 2008), the analysis showed that the Internet played significant roles in creating opportunities for using Japanese outside the language classrooms. It also provided a number of online resources and support in English. In addition, the features o f those online communities in which community members self-manage participation also expanded the potential of authentic language use activities regardless of the learners' Japanese language skills. Implications are drawn for L2 learning and teaching in terms of how language teachers can facilitate learners' spontaneous language learning and authentic language use activities in out-of-classroom contexts.
