With the advent of technologies, language learners are faced with unprecedented opportunities and a wide range of alternatives to engage with in their self-directed learning. However, a review of the literature indicates that studies investigating how learner autonomy is shaped and reshaped in online learning environments are under-researched (Reinders & White, 2016). Using a case study method, the primary objective of this study is to examine how a learner engaged with technology-mediated environments to meet his learning needs and goals and how his autonomy evolved in online environments. A qualitative analysis of the interview data collected at two different timescales reveals new developments in the learner’s autonomous learning. Instead of using limited online materials, the learner became a critical user of multiple online sources. Additionally, the learning conditions he was exposed to in New Zealand fostered an interdependent and social dimension in his autonomous learning. By the end of this research study, he was also found to be more capable of regulating his self-directed study. The results corroborate the argument that the notion of learner autonomy is fluid and dynamic, suggesting that apart from psychological factors of the learner, environmental factors, e.g. the guidance from the teacher and learning conditions also play a critical role in the formation of different dimensions of learner autonomy.

中文翻译：

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在线环境中学习者自主权的演变：以新西兰为背景的案例研究

随着技术的出现，语言学习者面临着前所未有的机会和各种各样的选择来进行自主学习。然而，对文献的回顾表明，有关在线学习环境中学习者自主能力是如何形成和重塑的研究尚未得到充分研究（Reinders＆White，2016）。使用案例研究方法，本研究的主要目的是检查学习者如何与技术介导的环境互动，以满足其学习需求和目标，以及他的自主性如何在在线环境中发展。对在两个不同时间尺度上收集的面试数据的定性分析揭示了学习者自主学习的新发展。学习者不再使用有限的在线资料，而是成为多个在线资源的重要用户。此外，他在新西兰所接触的学习条件在他的自主学习中建立了相互依存和社会的维度。到本研究研究结束时，他还被发现更有能力调节自己的自我指导研究。结果证实了以下观点：学习者自主性概念是可变的和动态的，这表明除了学习者的心理因素外，环境因素（例如，老师的指导和学习条件）在形成学习者不同维度的过程中也起着至关重要的作用。学习者自主权。