Autonomy and language learning in a simulated environment

Computer-assisted language learning literature points to a need for experimentation with innovative learning structures in order to realize the full potential of recent technological developments. Current trends indicate that this will necessitate broadening our understanding of learner autonomy and its role in the complex learning and technology nexus. This article reports on a research project which addresses these concerns by exploring the experiences of 23 French second language learners as they worked on their own with an interactive video program, À la rencontre de Philippe. To do this, the study incorporated video ethnography and diary study research techniques and procedures into a case study design. The learners' experiences demonstrate the viability of using technology to provide learners with immersion in sociolinguistically rich, simulated communities in which they can engage in everyday activities and interact with target language speakers. Areas for further research and development include the exploration of narrative as a pedagogical tool, the role of autonomy and interactivity in these simulated environments, as well as the similarities and differences between the second language acquisition process in natural and simulated environments.