The paper addresses the question how and in how far learner autonomy can be achieved in a CALL context. A short outline of basic requirements of learner autonomy precedes the discussion. By means of a Webboard, the project will link students of Japanese on all three campuses in integrated, Web-based and email discussions that will eventually be extended to include partner classes of native speakers in Japan. Together these strategies span from micro- to macrogenetic and increase balanced interdependent socialization. The paper mentions strategy findings by gender, age, and cultural beliefs and concludes with future research priorities for learning strategies and autonomy.
Many students have trouble practicing the sound-symbol relations on their own.
Students claim they lack the necessary self-correction skills. These web pages attempt to meet the needs of students by offering immediate evaluation of their performance. This presentation walks the audience through a number of web pages created for developing the skill for fast reading involving non-Roman script. It uses JavaScript and a number of animated gifs to demonstrate how the fast reading of Tamil text can be achieved in a number of stages starting from recognition of script to reading larger amounts of text. Problems specific to this testing medium and the possibilities it offers for contextualized, communicative language testing will be discussed.