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Applying project-based learning in promoting students' learning autonomy in an ESL classroom

Autonomous learning plays an important role in language education as it can boost students’ academic performance (Loi, 2017). However, teachers’ role in the Vietnamese context seems to be dominant in most of classroom activities. This situation calls for the demand of promoting autonomous learning in the classroom. Therefore, project-basing learning has been applied in L2 classroom in order to develop learner autonomy. Twenty-one students in an ESL classroom at ULIS, VNU participated in one innovation project to investigate how it promotes students’ learning autonomy. These second-year students whose language proficiency was supposed to be at B2 level (CEFR) were required to work in groups of 3 to work together in two phases. All the groups choose one of the given topics, search for both written information sources (newspaper, articles, and so on.) and audio-visual information ones in the length of 4-5 minutes to prepare for a formal presentation. In the delivery phase, those students were asked to make a 15-minute presentation, which is followed by a Q&A session in 10 minutes. Data collected through students’ reflective reports, and semi-structured interviews have shown that students’ learning autonomy developed through the project. Several pedagogical implications were also included at the end of this study so that other language teachers can apply this form of project-based learning in their classrooms.