This research set out to study the processes involved in the expression and development of learner autonomy when learning a foreign language in a language resource centre. Eight university students participated. A qualitative analysis of observation sessions and subsequent interviews was carried out according to four indicators, with the following results. Learners explored resources available but not extensively, and their practice confirmed the influence of the context and circumstances on learner trajectory. They piloted their learning process with rather vague objectives in mind and readjusted decisions as they progressed. Effective learning routines appeared to be dynamic, contrary to fixed defensive ones. The students managed advice given by teachers and institutional constraints in their own personal way. Furthermore, our data seems to show that expliciting actions could, in itself, induce learner reflection on his/her learning processes.
