Malczewska, Zofia2014-12-192014-12-1920142014-12-19http://hdl.handle.net/1828/5782This project describes my exploration of various Internet and Web 2.0 tools as a means of cultivating greater learner autonomy amongst high school language learners. The curation tool, Pinterest, was selected as a platform for gathering relevant resources, both for and by learners. In addition, the Common European Framework of Reference (CEFR) and the self-directed learning cycle were used to increase learner awareness of and engagement in the language learning process. Although the project implementation differed significantly from the plan, many of the ideas explored in this project have underpinned my approach to teaching languages at The Pacific School of Innovation and Inquiry (PSII), and have contributed to the process of adapting to a teaching and learning environment in which students have much more choice and control over their learning. Classroom and curricular implications of Web 2.0 tools for learner autonomy are explored.enCore FrenchFrench ImmersionLearner AutonomyWeb 2.0Pintereste-inclusionHigh SchoolPersonalisationMultigradeCEFRSelf-directed LearningprojectAvailable to the World Wide Web