Developing Learner Autonomy Through Project Work in an ESP Class

Ramírez, Martha Isabel Díaz

doi:10.19183/how.21.2.4

Cited by 16 publications

(26 citation statements)

References 3 publications

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“…Basically, all the learners have responsibility for their learning and they have fulfilled the criteria of self-direction. These findings are in accordance with those which are formulated in the previous related research (see Ramirez, 2014;Rao, 2012). Moreover, during the planning process, the learners demonstrated autonomy in language learning, autonomy in learning and autonomy in life which reveal their responsibility (see Benson, 2012).…”

Section: Self-direction In the Planning Process Of Projectbased Learnsupporting

confidence: 94%

“…However, their cooperation yields good relationship and product. These findings are in line with the findings of previous research that learner autonomy can be developed by means of cooperative work in order to achieve common interests and support each other (see Ramirez, 2014).…”

Section: Self-direction In the Planning Process Of Projectbased Learnsupporting

confidence: 92%

“…These findings are consistent with the findings of related literature in that the learners mainly work in groups without the direct control of the teacher (see Kamberi, 2013;Kim, 2014;Ramirez, 2014;Rao, 2012). Besides the advantages, there are also constraints faced during the planning process.…”

Section: Self-instruction In the Planning Process Of Project-based Lesupporting

confidence: 92%

“…Balcikanli, 2010;Barillaro, 2011;Barnard, 2014;Benson, 2012;Borg and Al Busaidi, 2012;Gardner;Kamberi, 2013;Kim, 2014;Lengkanawati, 2016;Dam, 2008;Ramirez, 2014;Rao, 2012;Shahsavari, 2014). The previous research above investigated how some strategies of learning, such as portfolios, student's journal or student's log, technology-based learning and project-based learning, promoted learner autonomy.…”

mentioning

confidence: 99%

“…In every stage, this study reveals how the learners in the group promote learner autonomy, which is represented by the mastery of the four criteria, namely self-instruction, selfdirection, self-access learning and individualized instruction (Dickinson, 1987, in Kumaravadivelu, 2003. This study attempts to carry out a similar research by Ramirez (2014) …”

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confidence: 99%

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Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom

Yuliani¹,

Lengkanawati²

2017

Indonesian J. Appl. Linguist

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In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Projectbased learning promotes Learner autonomy in an EFL Classroom. This study employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of selfinstruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners' achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular patterns. Fourthly, it is worthy noted that no one is one hundred percent autonomous. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.

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Section: Self-direction In the Planning Process Of Projectbased Learnsupporting

confidence: 94%

Section: Self-direction In the Planning Process Of Projectbased Learnsupporting

confidence: 92%

Section: Self-instruction In the Planning Process Of Project-based Lesupporting

confidence: 92%

mentioning

confidence: 99%

mentioning

confidence: 99%

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