Promoting Learner Autonomy through Tandem Learning in a Japanese ESL Context

Computer-mediated form of language learning provides the opportunity to engage in meaningful and authentic interaction target language. Through collaboration, learners are said develop a sense autonomy (Little, 2001). Studies from literature show that Japanese do not lack capacity for self-directed but rather, environment has been created by most institutions implicitly discouraged becoming autonomous (Holden Usuki, 1999; MEXT, 2013). This study seeks explore how tandem could foster an EFL classroom Japan. It will describe learners’ perception Facebook Project, whether it helped this group assume more responsibility process. Findings project enhanced intrinsic motivation, promoted learner reflection, students took initiative reciprocate with their partners’ needs. Implications suggest need be involved design environments adequate levels technological proficiency necessary prepare learning.