授課的計劃，執行，評價全由教師主導的上課方式依然很多。有鋻於此，以學習者為主體，由學習者自己訂定學習目標，自我評價的教室活動是不可或缺的。本稿旨在嘗試結合研究與實踐，透過反省 2013年度的自由會話實踐過程，整理學習者在會話時覺得困難的談話技術，在本年度活動執行的同時提供給學習者參考，並給予指導。 為期9週的自由會話活動中，學習者自我訂定學習目標，製作學習・評價單，確定自由會話的内容。透過活動的訓練，學習者養成了自律學習的習慣。另外，在自我評價，相互評價的過程中，學習者也對於活動的目的以及教育理念有更進一步的體認。如此的體認也反映於學習評價單和發表的内容當中。

This study aimed to combine research and practices, by reviewing the 2013 free conversation practice, to summarize conversation techniques learners found difficult to apply in conversations as their reference when implementing this year’s activity and provide directions. In the 9-week free conversation activity, learners determined their learning goals, created learning evaluation forms, and confirmed conversation content. Through this activity, learners formed an autonomous learning habit. Moreover, by self-evaluations and mutual-evaluations, they further understood the activity’s purpose and educational ideas, reflected by their evaluation forms and presentations.