Blogging: Promoting Learner Autonomy and Intercultural Competence Through Study Abroad (Report‪)‬

INTRODUCTION The traditional teacher-driven classroom has become pedagogically limited in making language learning a student-centered instruction that stresses learners' capacity to learn autonomously. According to Little (2003), autonomy entails decision-making, critical reflection and social interaction. Autonomous learners are responsible for their own learning and are actively involved in the learning process by setting personal goals, planning and executing tasks, and reviewing their progress (Dam, 1995; Little, 1996). Teachers play a supportive and facilitative role in the autonomous learning by encouraging students to take an active part in decision-making and problem solving, and offering them guidance. From a social constructivist view, the development of autonomy is a result of interplay between social and reflective processes (Little, 2003). Benson (2003) notes that during social interaction, students work collaboratively with others through which they develop high order thinking skills by observing, analyzing and evaluating information.