The everyday presence of technology in our lives makes the teachers’ role change, becoming a guide instead of the indisputable knowledge holder. It is up to students will the development of some autonomous activities intended to help in the learning of a language by themselves. The Modern Language Degree at the Pontificia Universidad Javeriana in Bogota offers the students the tools to become successful English and French language teachers. Given the speed technology evolves the identification of some autonomous activities perceived by the future teachers is of the essence aiming for an adaptation to the sundry learning styles and rhythms. The theoretical foundation that supports this research are some theories concerning autonomous learning, the second language acquisition theory, the attribution theory and the auto determination theory. This is a mixed-descriptive type study that identified students’ autonomous activities, by using a two-part questionnaire. The first one with open-ended questions and the second with open questions to the pollees. The results make it possible to identify 18 autonomous activities made by the students. These activities vary according to the target language (English or French). The most common activities are the use of internet, the use of music and note-talking. There is no remarkable difference between the number of activities exercised in English and in French; nonetheless, English takes the lead. In other respects, the greatest motivation for the students to perform autonomous activities in the second language is the benefit they will access from the point of view of job openings and the contact with the culture of the given language.