| dc.description.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. | en_US |
