Flyin’ Solo: Evaluating Language Learner Autonomy in Undergraduate Slang Research

This teacher-student co-authored article evaluates the implementation of a student-led research project designed to foster language learner autonomy in a Japanese university classroom. The article outlines the pedagogical approach taken by Thomas, the teacher, and presents work by two undergraduate language learners, Mina and Nao, whose research proposals and final projects serve as examples. The evaluation compares student performance to established criteria for autonomy-based learning environments, as outlined in Little et al. (2017). As such, the article examines how the activity supported the development of learner autonomy, with a focus on language use, collaborative knowledge construction, planning and self-management, and evaluation of learning. While the activity was broadly successful in promoting autonomous behaviors, the analysis reveals areas for improvement, particularly in the need for more continuous and inclusive assessment throughout the classroom stage. Although the findings are specific to this classroom, the study offers insights that may inform similar activities in other contexts.