CFP VOL 30: Foreign Languages at the University Level: Studies and Applications from Autonomy

Foreign languages have been gaining momentum at the university level, not only because of their role as an object of study, but also because of their potential to manage and tackle current communicative realities and needs. Universities and society need specialists who investigate the aspects that characterize foreign languages in different forms of interaction (synchronous or asynchronous, face-to-face, online or hybrid, etc.). In addition, language experts must also be able to apply their knowledge to successfully achieve specific communicative purposes. Mediation, language consulting, professional training or translation are fields of application that need the intervention of foreign language specialists to meet the requirements of a changing world.
Likewise, for years, the focus has been placed on autonomy as a principle that guides the construction of one's own knowledge and process management. In this sense, the ability to convey autonomy includes "[the] capacity for detachment, critical reflection, decision-making, and independent action" (Little, 1991: 4). In autonomous learning scenarios, students must assume responsibility and control through active decision making: from the objectives and contents to the materials used and the (self-)evaluation and supervision of their own work. The development of other aspects must not be forgotten, such as the management of emotions, previous experiences and attitudes towards languages, which also occupy a central position (Martos/Tassinari 2014; Jiménez Raya/Martos/Tassinari 2017). On the other hand, autonomy requires the active involvement of the foreign language specialist in the planning and design of motivating, emancipatory and efficient methodologies. The application of this approach also entails the assumption of roles such as content curator, knowledge mediator or process facilitator, and can contribute to creating flexible work cultures and methodologies adapted to specific communicative needs (Flipped Learning Network 2014).
The thematic issue Foreign languages at the University Level: Studies and Applications from Autonomy is devoted to the role of foreign languages in the current university system: from theoretical and case studies to the proposal of applications, all from the perspective of autonomy in the creation and self-regulation of knowledge. The issue invites all research on foreign languages that can be studied in the university system and that focuses on the most recent forms of interaction and communication (synchronous or asynchronous, cooperative or collaborative, face-to-face, online or hybrid), on the potential and challenges of digitalization and artificial intelligence (AI), on autonomous teaching and learning, or on materials and forms for autonomous work with languages. In this way, contributions including studies, proposals and observations on methodologies for the analysis and implementation of autonomous work with foreign languages are also welcome. This is a platform for disseminating results on the lines of research described below, together with others not detailed here that are also related to the subject matter of the issue:
 Foreign languages and current forms of interaction: How do new forms of interaction influence the analysis of linguistic phenomena? What characterizes foreign languages in different synchronous and asynchronous communicative environments? What information do virtual exchanges, instant messaging, conversation groups or interviews reveal about foreign language discourse? What
insights does the autonomous approach bring to the study of foreign language interaction?
 Digitalization, artificial intelligence (AI) and their challenges in foreign language autonomous work: How do digital methods and tools contribute to the emergence of new autonomous working methodologies? What is the impact of digitalization on the development of foreign language studies and applications? What are the advantages and challenges of (generative) artificial intelligence in promoting the autonomy of language specialists? What successful autonomous practices can contribute to the improvement of foreign language research and application development?
 Autonomous foreign language teaching and learning: What are the keys to a successful autonomous teaching-learning process? What are the challenges that university teaching faces in relation to autonomous foreign language learning? What are the specificities of autonomy in university education compared to other educational levels? What role do self-learning centers, language tandems, online platforms or international exchanges play in the creation of autonomous knowledge?
 Materials and forms of work to enhance autonomy: What specific difficulties, synergies and benefits result from the implementation of autonomous forms of work? How should appropriate materials for autonomous work with foreign languages be designed and implemented? To what extent can the quality and effectiveness of autonomous processes and content be guaranteed? What variables should be taken into account for the planning and development of autonomy in language work?
In conclusion, this issue aims to disseminate studies, proposals and applications that promote the autonomy of specialists and future experts in foreign languages at the university level. The aim is not only to present studies and experiences successfully carried out in Spain, but also to incorporate foreign perspectives that can result in a significant improvement in the work with foreign languages.
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