Advances in digital learning tools in recent years have created new environments that enhance learner autonomy. Feedback such as the correction of vocabulary or grammar misuse and other formal revisions has become increasingly accessible and immediate. More learners are now able to plan and manage their own learning, and many autonomous learners reflect on what and how they study outside the classroom, progressing toward their personal goals.

Amid these changes, the teacher’s role of “teaching” is shifting toward supporting learners’ autonomy and facilitating their learning. Teachers are expected to understand learners’ intentions and backgrounds, consider their proficiency levels, and adjust instruction in ways that are attuned to each learner’s individual situation. However, the complexity and diversity of learners’ needs often make such practices challenging. As a result, the forms of support and feedback that only teachers can provide are being reconsidered. Furthermore, there is a growing need for systems and approaches that enable learners to continue pursuing their goals autonomously outside the classroom.

At the CAJLE 2026 Annual Conference, under the theme “From ‘Teaching’ to ‘Supporting’: Japanese Language Education that Fosters Learner Autonomy,” we aim to create a forum for sharing research and practice and for exchanging ideas. For more information on the call for papers, please visit the conference website.