@article{oai:icu.repo.nii.ac.jp:00002648,
 author = {Hale, Chris},
 journal = {語学研究, ICU Language Research Bulletin},
 month = {},
 note = {As a language teacher, there is nothing more satisfying than to witness one’s
students engaged in active and lively discussion with minimal teacher interference.
However, looks can be deceiving, and even within what appears to be equal
participation, tensions and conflicts can emerge among participants. If a teacher’s
gradual withdrawal from the learning process is considered the ultimate goal of
autonomous leaning pedagogy, how then can educators ascertain what is actually
occurring in student-directed communicative tasks? In this study I examine a semi-autonomous EFL learning environment where students were left alone to complete
a communication task. With no teacher present, students were left to negotiate
break-downs and repairs on their own. The transcript data shows that a "boss"
figure emerged to direct the task and effectively stifle meaningful input from co-
participants. The data also shows that without a teacher present to facilitate the
task, some students were dominated, marginalized and, in one example, brought to
tears.},
 pages = {1--15},
 title = {The Problematic Panacea: Conflict in an Autonomous Learning Environment},
 volume = {24},
 year = {2010}
}