Student-Initiated Attention to Form in Wiki-Based Collaborative Writing (Report‪)‬

INTRODUCTION One obvious benefit of technology for language learning is the creation of opportunities for students to use language in authentic contexts. Such activities encourage students to strive for autonomy in the target language. This study investigates student behavior within a long-term autonomous interactive task. The primary purpose of this paper is to identify students' autonomous language learning ability, specifically focusing on their attention to grammatical accuracy throughout the task. Their performance is evaluated with respect to an autonomy framework (Littlewood, 1996) to identify the degree to which these teacher candidates are able to correct their own and others' grammar errors in a long-term collaborative task. Such observation provides us with an understanding of student behavior when engaged in these kinds of tasks and environments.