Fostering Learner Autonomy in an English Classroom by Using Project-Based Learning

Abstract

           This study aimed at investigating the effects of project-based learning on fostering learner autonomy in an English classroom and to explore learners’ opinions toward project-based learning. A mix methods transformative research design was used to elicit data and outcomes. The quantitative phase employed the questionnaire before and after learning through project-based learning in order to examine the enhancement of learner autonomy. In the qualitative phase, VDO records, researcher’s reflection, and focus group interview were employed to collect the data. Thirty grade 11 learners in a public secondary school in the eastern part of Thailand were purposefully selected as participants. This study conducted during the club which was an alternative class from the school curriculum that they could select based on their interests. This class called “Junior Guide Club” and project-based learning was used as the approach for teaching. The analysis of data revealed that project-based learning had effects on fostering learner autonomy in English class and learners also had positive opinions through this approach. They can work in team and also have more responsible individual to finish their work on time. Furthermore, learners had a space to show their competence. The results of this study also point to the need for further research on fostering learner autonomy through project-based learning. Finally, in the recommendation also suggested that more projects and more activities with longer period of intervention may lead to different research findings.