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This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs anddoi:10.18806/tesl.v17i1.877 fatcat:s6c5vooqejb65fg7j2svvpdnjy