The concept of language learner autonomy has influenced Computer-Assisted Language Learning (CALL) to the extent that Schwienhorst (2012) informs us of a paradigm change in CALL design in the light of learner autonomy. CALL is not considered a tool anymore, but a learner environment available to language learners anywhere in the world. Based on a work-cycle as a practical framework for implementing autonomy in online courses (Legenhausen, 2003), the current study introduces WebQuest to be used as ideas and an activity bank. Work cycle design takes several principles of learner autonomy such as goal setting, content and format choice, self-evaluation and reflection in action and is defined as a learner-based approach that emphasises metacognitive knowledge that raises students' awareness to become more conscious of their own language learning process, strengths and weaknesses (Ter Haseborg, 2012). The idea and activity bank at the top of a work cycle provides learners with the opportunity to plan and negotiate, make decisions, do project work and evaluate their learning in a cyclic mode. Thus, the current article argues that because of its flexibility and accessibility, WebQuests lend themselves to the work cycle approach in online courses aimed at fostering autonomy. Moreover, the findings of the current study indicate that WebQuests contribute to the development of learner autonomy by encouraging critical thinking among learners. [For the complete volume of short papers, see ED572005.]