Fostering EFL Learner Autonomy by Implementing Project-Based Learning in EFL Class

Abstract

Life in the twenty first century requires that people possess various kinds of life skills, such as decisionmaking, managerial, intrapersonal, interpersonal and technological skills. These skills are required to be

owned

by school graduates. Therefore, teachers must be capable of selecting instructional strategies appropriate for the development of life skills. A decision to select strategies depends on learners’ characteristics and characteristics of competencies targeted to be achieved. In relation to learner autonomy, Tanyeli and Kutter (2013) state that one of the aims of English language curriculum has been learner autonomy by placing learner at the center of instruction. Supporting learner autonomy, Scharle and Szabo (2000) suggest \the development of learner responsibility and learners’ involvement in deciding their own learning. In addition, the development of students researchers (Nunan, 2003) constitute a step to learner autonomy. As a model of inquiry learning, project-based learning gives learners’ room to determine direction of their own learning through negotiation during the planning stage of the project. In addition, research skills are acquired by learners through studying a topic or a problem deeply over a period of time. This paper examines project activities contributing to the formation autonomous learners by examining the project activities that promote learners’ responsibility and the formation of research skills. In line with technical and sociocultural models of autonomy, these activities are believed to be able to lay a strong foundation in the formation of EFL learner autonomy.