The study focuses on the problem of the role of interactive activities in the process of developing students’ autonomy in language learning.  The research into the learner autonomy involves two aspects: the elaboration of the theoretical grounds for encouraging interaction in autonomous learning and some practical evidence of exploring those perspectives by empirical means.  The study reveals both the universal and the individual components of language acquisition and the skills that in their turn constitute a student’s autonomy in language learning.   The article emphasizes the idea that these skills are triggered in real communication only through the interaction with others.  The concept of interactive autonomous learning is based on the theoretical consequences of a social-interactive view of cognition, learning and language.