This case study (n=5) explored how second language (L2) learners perceive changes in their learning autonomy in a technology-integrated, 3rd-year university Korean language class. The curriculum integrated three Web 2.0 tools (VoiceThread, Padlet, and a Grammar/Spell checker) and one mobile tool (Urimal 365: a synchronous chatting service for Korean learning) that assisted with students' reading, writing, listening, and speaking activities. Students completed eight VoiceThread speaking assignments, seven Padlet activities, and regularly used the online Grammar/Spell checker as a writing aid throughout the semester. However, the students decided to stop using Urimal 365. Data included one-hour interviews, post-semester surveys, and student work examples. The findings revealed that participants' diverse backgrounds and beliefs regarding L2 learning drove their decisions regarding how to use the technology. The students reported their dynamic approaches toward the tools and changes in their autonomous learning while completing the four technology projects. The multiple uses of the tools impacted students' cognitive and affective domains simultaneously in their Korean learning. Lastly, the students autonomously formed a strong sense of e-learning community. The pedagogical implications for integrating technology tools and fostering learner autonomy through the use of the tools are discussed.