Fostering Learner Autonomy in a Technology-Enhanced, Inquiry-Based Foreign Language Classroom

Authors

  • Christopher L. Luke

    1. Ball State University
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      Christopher L. Luke (PhD, University of Texas at Austin) is Assistant Professor of Foreign Language. Education at Ball State University, Muncie, Indiana


Abstract

This article focuses on a qualitative teacher research project with a fourth-semester university Spanish class that emphasized inquiry-based learning. One of the primary objectives of the class was to increase learner autonomy through self-selected inquiries, self-directed learning activities, and curricular negotiation. Multiple data sources were used to highlight and assess instances of increased autonomy as well as problematic areas and resistance to change.

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