Yıl 2019, Cilt 5 , Sayı 14, Sayfalar 194 - 199 2019-09-15


Meryem ROSTOM [1]

Independent of discipline or year of study, learner autonomy has become a topic of great interest in SL and FL pedagogy over the last decades. It is seen as the ability of learners to be responsible for the process of their own learning. In higher educational contexts, where students have long been accustomed to instruction through lecturing, their under-involvement generally leads to boredom, loss of concentration and limited learning. In light of the literature, the present paper explores the impact of project-based learning- as a non- conventional teaching strategy- on the autonomous learning of a group of 30 ESP Moroccan university students. Accordingly, the study employs an experiential practice design, which aims at engaging students in a paired project assignment to be eventually presented and discussed in class. Drawing on a reflective practice approach, the study reveals interesting findings. Specifically, project-based instruction enhances students’ autonomy and self-commitment, stimulates their understanding of the topic presented and increases their motivation for language learning and speaking skills. The results also show that students enjoy using technology and multimedia aids while preparing for and delivering their final presentations. Finally, the paper concludes by stressing the limitations of teacher-centered pedagogies and strengthening the need for practitioners to incorporate autonomy-promoting strategies into classrooms.

project-based learning (PBL), autonomous learning, Kolb's experiential learning, student-centered learning, class presentations
  • Hafner, C., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. . Language Learning and Technology, 15 (3),68-86. http:// llt.msu.edu/issues/october2011/hafnermiller.pdf. Herman, P. A. (1985). The effect of repeated readings on reading rate, speech pauses, and word recognition. Reading Research Quarterly, 20, 553-565. Doi: 10.2307/747942. Johnson, D. W., Johnson, R. & Holubec, E. (1990). Circles of Learning: Cooperation in the classroom. Edina, MN: Interaction Book Company. Kamberi, L. (2013). Proceeding, first Annual International Interdisciplinary Conference. AIIC, Promoting learner autonomy in foreign language learning by using student journals. Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT. Alfred P. Sloan School of management. Kolb, D. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice-Hall. Krajcik, J.S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 275- 297). New York, NY: Cambridge University Press. Mitchell,C. & Weber, S. J. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Falmer Press. http://dx.doi.org/10.43249780203454597 Nakamura, E. (2008). Effects of tasks repetition in “poster carousel.” In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings (pp. 188-199). Tokyo, Japan: Japan Association of Language Teachers. Nation, I.S.P. (2001). Learning Vocabulary in another Language. Cambridge, England: Cambridge University Press. Rundell, M. (1999). Dictionary Use in Production. International Journal of Lexicography. 12.1: 35-53.
Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler

Yazar: Meryem ROSTOM
Ülke: Morocco


Yayımlanma Tarihi : 15 Eylül 2019

EndNote %0 International E-Journal of Advances in Education FOSTERING STUDENTS’ AUTONOMY: PROJECT- BASED LEARNING AS AN INSTRUCTIONAL STRATEGY %A Meryem Rostom %T FOSTERING STUDENTS’ AUTONOMY: PROJECT- BASED LEARNING AS AN INSTRUCTIONAL STRATEGY %D 2019 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 5 %N 14 %R doi: 10.18768/ijaedu.593503 %U 10.18768/ijaedu.593503