Learners have in the past quite often been involved in research projects as co-researchers, and have, for example, provided researchers and teachers with data. This paper describes how learners can be systematically supported in becoming researchers of their own language learning in an autonomy classroom. In doing so, the similarities between the work/research cycles involved when developing language learner autonomy and when supporting learners in becoming researchers of their own language learning are exemplified. Furthermore, useful and necessary tools and pre-requisites for the two parallel processes in question are pointed out and illustrated. After two examples with learners as co-researchers at beginners’ level and one example of a complete research cycle from one student at intermediate level, the paper concludes that a learner developing his or her autonomy is at the same time researching his or her own language learning. As a corollary the teacher’s role changes from an action researcher to a co-researcher in the autonomy classroom.

中文翻译：

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作为自己的语言学习研究者的学习者：自治教室中的示例

过去，学习者经常以共同研究者的身份参与研究项目，例如，向研究人员和教师提供数据。本文描述了如何在自主教室中系统地支持学习者成为他们自己的语言学习研究者。这样做可以举例说明在发展语言学习者自主权和支持学习者成为自己的语言学习研究者时所涉及的工作/研究周期之间的相似性。此外，指出并说明了有关两个并行过程的有用和必要的工具以及先决条件。在以初学者为学习者作为共同研究者的两个例子，以及一个中级学生为一个完整的研究周期的例子之后，本文的结论是，一个学习者在发展自己的自主性的同时，也在研究自己的语言学习。作为推论，在自主教室中，教师的角色从行动研究员转变为共同研究员。