Learner autonomy has long been identified as a pedagogical ideal, and the stakes have never been higher for our learners, as evidence of their language knowledge and ability is their passport into higher education and professional development. Teachers strive to encourage learners to take ownership of their learning and in the quest for autonomy, we are beguiled by the promise of our brave new digital classrooms. Despite the explosion of digital tools, research shows that these have not always delivered their intended benefits (PACCIT 2005:3)1. The time has come to question our assumptions and interrogate the nature of the relationship between autonomy, technology and language learning