The Use of Hypertext and QR code as Multimodal-Tools to Investigate EFL Learners’ Autonomy

Empowering learners to take responsibility for their learning is a key goal in language education, now increasingly intertwined with digital literacy. This study investigates how EFL learners integrate technology into their learning processes, focusing on their autonomous use of technological tools for task completion. Hyperlinks and QR codes were used as technological affordances that participants could utilize beyond the classroom. Over seven weeks, a quasi-experimental design was conducted with 11 pre-intermediate EFL learners enrolled in a preparatory program at a Turkish state university. Data were collected through semi-structured interviews, reflection papers, and self-evaluation checklists, then analyzed via content analysis. Findings revealed that learners effectively harnessed technology to enhance autonomy, with collaboration emerging as a supportive element in completing tasks. The study concludes that technology-integrated tasks can foster both learner autonomy and collaborative engagement, highlighting the importance of involving learners actively in content creation