Promoting learner autonomy: Lesson from using project work as a supplement in English skills courses

Abstract

This study reports the impact of project work in teaching English skills courses on the learner autonomy of students on an English Language Teacher Education program. The study involved 50 English-majored second-year students in project work over two semesters. Two instruments were employed to assess their learner autonomy: a self-assessment questionnaire, and two group interviews. The result showed that the students gained higher degrees of learner autonomy after one year participating in project work. However, the gain was largely due to an increase in self-decisions about learning. Other aspects of learner autonomy such as self-regulated learning actions, self-responsibility, and attitudes to social interaction remained unchanged.

Keywords

• learner autonomy
• project
• project-based learning
• self-regulated learning