Examining the Interplay between Autonomy and Hidden Beliefs about Language Learning

This paper provides a reflection on how my beliefs about grammar in language learning shaped my teaching practices. After a brief description of my language learning journey, I outline my experience teaching second-year university students and introduce the autonomous learning project that I implemented in my classes. Then, I reflect on how this project came into conflict with my implicit beliefs about the importance of accuracy for language learning and consider insights that stemmed from this reflection. The paper concludes with the practical ideas that other teachers might use to investigate their teacher beliefs and avoid the conflict between beliefs and classroom practices.