Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom (original) (raw)
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Enhancing EFL Learner Autonomy through Project-Based Learning: The Case of Secondary School Students
2023
With the 21st century constant changes and demands, heated debate on ways to enhance Moroccan EFL students' autonomy has sparked the interest of stakeholders. Although learner-centered teaching has been recommended in the past few years, teacher-centered instructional styles are; however, predominating in real teaching-learning practices. Autonomous learning skills and self-directed learning are needed in the twenty-first century, and project-based learning is a way to respond to that requirement. The purpose of this paper is to investigate if project-based learning could enhance the autonomy of learners in a Moroccan EFL context. Similarly, this research aims at interviewing the presenters' peers on their performance; a method whereby they could develop critical thinking skills. To achieve this purpose, data was collected through a self-assessment questionnaire and a semistructured interview. The participants were a classroom of 17 Secondary (2nd baccalaureate) school students. Results demonstrated that project-based learning enhances learner autonomy and responded to the demands of the 21st century skills. Likewise, based on the findings, learners managed to improve their autonomy during the implementation of project-based learning, and levels of autonomy vary among learners. Future researchers need to take into consideration that not all learners maintain a positive view concerning project-based learning perhaps they are accustomed to teacher spoon-fed and hand hold; consequently, they become passive. To deal with this dilemma, teachers had better remind students repeatedly that project-based learning contributes in boosting their autonomy and prepares them for the post-graduation exigencies.
NOBEL: Journal of Literature and Language Teaching, 2017
Language learner autonomy can be defined as learning outside the classroom in which learners direct their own learning independently of teachers.One of the approaches supports learner autonomy is the project-based education. The project that the Indonesian EFL teacher (the participant of this study) assigned to her English class was an English drama performance. In the end of the course, her students had to perform the play. This project required active engagement of students’ efforts over an extended period of time. This paper reveals the beliefs of the EFL teacher about learner autonomy. In addition, this study investigates the practices that the teacher used in enhancing autonomy. The findings are based on an analysis and interpretation of the data gathered from questionnaires and interviews. The results reveal the teacher’s beliefs and suggest that preparing activities that promote language learner autonomy is essential for English teachers.
2019
The increased of interest in learner autonomy is mainly due to the rapid growth of information technology and globalization. In addition, the idea of learner autonomy is entailed in the Malaysian Education Blueprint (MEB 2013-2025) which highlights the use of Autonomous Language Learning (ALL) to improve language proficiency among students. Outdated pedagogical and conventional educational methods are no longer relevant in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed. Educators today are tasked with developing lifelong learners who can survive and thrive in a global knowledge economy. Hence, project -based learning is seen as one of the ways an educator can use to promote learner autonomy in ESL classrooms. This study is to investigate how the process of projectbased learning activities affects students’ behaviours as well as develops learner autonomy. In this study, the researcher reports the impact of project- ba...
Project Based Learning in Indonesian EFL Classrooms: From Theory to Practice
2016
Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students' participation in learning, and teachers' innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.
ABAC Journal, 2017
Learner Autonomy (LA) is acknowledged as being beneficial to EFL education, particularly in rural areas where resources are scarce. However, LA enhancement should be implemented with careful consideration to the context. Based on our previous study (Pichailuck & Luksaneeyanawin, 2015), young rural EFL learners are ready and willing to adopt LA, yet they are rather unfamiliar with its practices. The research described in this article aims to evaluate how Project-Based Learning (PBL) can enhance LA by utilizing existing resources. In this study, ten sixth graders from a rural school in Northeastern Thailand were sampled in a focus group for an in-depth qualitative study. Research strategies such as field notes, interviews, Focused Group Conversations (FGCs), diaries, observations and assignment analysis were used. The results showed that all students were receptive to PBL and LA enhancement. The national standardized achievement test, ONET 2015, showed higher average scores for all gr...
STUDENTS' PERCEPTION OF PROJECT-BASED LEARNING (PBL) TO IMPROVE LANGUAGE LEARNING AUTONOMY
Saudi students normally face difficulties in learning English. Students rely heavily on the teacher. Therefore, the aim of this study was to investigate the students' perception of using Project-Based Learning (PBL) to improve language learning autonomy. The method of this study was a qualitative research method. A questionnaire was used in this study to answer the research question. The participants were the second level of intermediate school at Yabu Royal Commission. Furthermore, the study included 36 female students. Their age ranged from 13 to 15 years old. Moreover, the results of the questionnaire sought to explore students' perception of project-based learning to improve language learning autonomy. Implication of the result was discussed.
Implementation of Project-Based Learning in Indonesian EFL Class Between 2017 to 2022
Journal Neosantara Hybrid Learning
The project-based learning (PjBL) approach emphasizes the learning process, which has a tangible endpoint in the form of a product, and makes students the subject or focal point of instruction. In other words, students are free to choose their educational pursuits and to collaborate on learning tasks until a finished product is produced. Because of this, the degree to which students participate in their education has a significant impact on its success. A systematic review was used as the research methodology to analyze the literature across 15 journals using data from several databases, including Garuda and Google Scholar. The journals were analyzed utilizing a content analysis method and the data are presented in systematic diagrams and tables. The result of the study revealed that Project-based learning (PjBL) was the most used at University with 60% and between 2017-2022. In 2022 was the most popular Project-based learning very high. In addition, research methods in project-base...
USING PROJECT WORK TO FOSTER LEARNER AUTONOMY AT A PEDAGOGICAL UNIVERSITY, VIETNAM: A CASE STUDY
HUNE Journal of Science
The ultimate goal of language teaching is to nurture independent learners equipped with learning autonomy. One of the most efficient methods adopted to foster learner autonomy is through cooperative learning or project work [20]. The current study, which was carried out at a Vietnamese university, investigates the extent to which learner autonomy is fostered via the use of project work in an EFL classroom. The findings of the study revealed that project work had brought students various opportunities to engage in the whole process of conducting the project including selecting and shaping their learning contents, building up their intrinsic motivation and boosting the self-regulation. These factors could eventually allow them to become more autonomous learners. As a result, learners' English proficiency is enhanced. The findings of the study also offer some pedagogical implications for researchers, practitioners and teachers at the Vietnamese tertiary context, who wish to employ project work in order to encourage learner autonomy in their classrooms. The study also meets the requirements of innovation of higher education policies in terms of reforming teaching methods and curriculum in Vietnam.
Project-based Learning (PBL) in EFL learning: Lesson from Indonesia
AL-ISHLAH: Jurnal Pendidikan, 2021
Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also poi...
The Role of Project-Based Work in Enhancing Students' Autonomous Learning
This study investigates the overall use of project-based work in enhancing Moroccan high school students' autonomous learning and attenuating their being over-reliant on teachers. It was observed, in two Moroccan high schools,-where the study was carried out-, as is the case in many other English foreign language contexts, that students were generally unable to learn by themselves, and that teachers were the solemn imparters of knowledge and learners were merely passive receivers of that knowledge. The study involved a sample of 30 students from science stream belonging to two adjacent high schools, which are located in a big city in Morocco. In the absence of a standard framework on how to implement project-based work properly, effective ways on how project work can improve independent learning proved useful in this study. In order to collect data for the study, three major instruments were employed, involving students and teachers, namely observation, interviews, and survey questionnaires. The data analysis highlighted the importance of project-based strategy in boosting students' autonomous learning, through analyzing interview excerpts of teachers' and students' experience with the concept The research findings revealed that teachers assigned projects for students but did not identify each student's role within a group, which deepened students' disorientation, and reinforced sheer dependence on the teachers. The interviews showed as well the difficulties teachers encountered when assigning projects. This study is but a roadmap to teachers who are willing to increase students' autonomy and improve the quality of the teaching-learning situation. The study also identifies the role of the teacher and the stages that should be followed to a better achievement of results.