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Keywords:

  • inquiry-based learning;
  • learner autonomy;
  • qualitative teacher research;
  • technology;
  • teaching methods;
  • Spanish

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.