A study from Queen Mary University of London explored how combining student independence with a collaborative, inquiry-based approach can enhance academic English education for international students. Led by Dr. Ana Ines Salvi and published in the Journal of English for Academic Purposes, the research focused on a four-week pre-sessional English course for 17 international students preparing to begin a master's program in manufacturing at a UK university. The course combined learner autonomy—where students take more control of their learning—with Exploratory Practice, a teaching method that encourages both teachers and students to explore questions and build understanding together. Students were encouraged to make decisions about their learning based on their individual needs, work collaboratively, reflect on their progress, and investigate questions that interested them. These included questions such as "Why are we here?" and "Why is it hard to find accommodation around the university?" The students researched their questions using academic sources, the internet, and discussions with classmates, then shared their findings in presentations. The study identified five key themes from their experiences: learning through collaboration, student agency, working toward understanding, quality of life and joy, and integrating research into teaching. Students generally valued the ability to make decisions about their learning and work with peers. Some noted that keeping a daily learning diary helped them reflect on their progress and plan future learning. The exploratory activities also helped students build research and interpersonal skills, such as formulating questions, collecting information, and working with classmates from different cultural backgrounds. While students appreciated the teacher’s guidance, some suggested they would have benefited from more support when making decisions or working in groups. Dr. Salvi combined the two approaches to see how they could complement each other. The findings suggest that learner autonomy can give students a clear structure to plan, carry out, and evaluate their learning, while Exploratory Practice encourages them to ask meaningful questions and focus on understanding rather than just finding answers. This approach also connected academic learning with students' everyday experiences of living and studying in a new environment. One student, reflecting on the experience a year later, said, "Questions are always the best teacher." The study suggests that combining learner autonomy and Exploratory Practice can help teachers integrate research, reflection, and student-led inquiry into regular classroom activities rather than treating research as something separate. However, the research was conducted with a small group over a short period, and the teacher also acted as the researcher, which means the findings reflect a specific classroom experience rather than a universally applicable method. The study contributes to ongoing research on how students can become active participants in their education, shaping their learning experience and investigating questions that matter to them.