The study investigates the impact of classroom-based autonomous learning tasks on students' learning autonomy and explores how integrating both input and output learning frameworks influences their autonomous learning choices. Fourteen second-year Japanese private university students enrolled in an elective English course participated in the study. Benson (2011) highlights the significance of autonomous learning outside the classroom for language acquisition, but learners often encounter challenges in maintaining self-initiated study. Developing learner autonomy requires appropriate support from educators to achieve a balance of quantity and quality (Hutchinson, 2020, p.4). In this study, students designed their 10-week homework assignments, incorporating both input activities (reading, listening, grammar exercises) and output activities (speaking, writing). The pre-survey explored students' interests in English learning and preferred learning methods. Over half of the students expressed interest in speaking and writing, yet most preferred input-focused approaches like TOEIC/TOEFL preparation for out-of-class learning. This discrepancy suggests a lack of learning autonomy in the surveyed student group. In the post-survey, over 80% of students increased their English learning time outside regular classes. Engaging in self-selected assignments may have contributed to enjoyment in the learning process. Furthermore, all participants positively acknowledged the input-output framework. Numerous students recognized the benefits of utilizing the knowledge acquired through input activities in their output tasks.