The shift from traditional towards more learner-centered approaches to teaching has resulted in the concept of authenticity becoming central to Communicative Language Teaching (CLT). As a relational notion, authenticity has to do with the interaction between learners and input materials in terms of appropriate responses, as opposed to its notion of genuineness as an absolute quality. It paves the way for language to be authenticated through context, as it encourages a use-to-learn rather than a learn-to-use approach. Using authentic materials requires a great deal of attention to be paid to not only the contextualization and authenticity of tasks, but also to the incorporation of genuine texts into task design, which itself has been revolutionized through modern technology. Using the Web as a technological tool has resulted in another version of authenticity, which might be in line with finder authenticity. The main aim of this paper is to argue that the notion of authenticity has come a long way from genuineness to finder authenticity.

The shift towards communicative, learner-centered approaches to teaching has resulted in attention being drawn to promoting autonomy as a capacity for independent learning. Taking responsibility for their own learning enables students to break down barriers to learning that appear in teacher-directed environments. With independence and interdependence as its two interrelated aspects, autonomy has its roots in interaction with others in social contexts, and it is now looked upon as being certain abilities that facilitate the navigation of learning through higher degrees of motivation, creative thinking, and conceptual learning. Thanks to technology, language learners easily access authentic materials for out-of-class learning. However, this paper aims to argue that where promoting autonomous learning is concerned, it cannot be enough per se; proper guidance is crucial, and the interrelation between pedagogy and technology has to be explored so that enough attention is paid to the affordances of certain technological tools to enable language learners to become more autonomous.