International E-Journal of Advances in Education

Öz

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.