Background to the study
In recent decades, the approach to English language teaching has evolved significantly across various countries The ongoing debate over the teaching of grammar, vocabulary, and specific skills continues, often shifting in popularity However, the concept of "learner autonomy," as defined by Holec (1981, cited in Little, 2007, p 15), has emerged as a crucial focus in modern education.
The concept of "taking charge of one’s own learning" is widely recognized by scholars, educators, and language teachers globally, as it is regarded as a fundamental practice in language education.
Holec’s (1981) definition of learner autonomy has inspired various interpretations, emphasizing the capacity to take responsibility for one's own learning This concept centers on students' decision-making skills, as highlighted by Benson (2003), who noted that informed choices are vital for developing autonomy both in and out of the classroom Littlewood (1996) defined learner autonomy as the ability and willingness to make independent choices, which relies on two interdependent components: ability and willingness Essential factors influencing students' willingness to take responsibility include motivation and confidence Littlewood identified four key subcomponents necessary for fostering autonomy: knowledge, skills, motivation, and confidence, all of which should be prioritized in promoting learner autonomy Additionally, Dickinson (1993) viewed autonomy as an attitude towards language learning, characterized by traits commonly found in autonomous learners.
2 capability to formulate their own learning objectives, to plan, select, implement appropriate learning strategies and monitor their own learning
Learner autonomy is crucial in language teaching and learning, as highlighted in various studies, including Little's (1991) insights on its benefits, which can be summarized into three key aspects Firstly, involving students in decision-making makes learning more focused and effective in both the short and long term Secondly, when learners take responsibility for their education, traditional constraints of teacher-centered approaches diminish, allowing for greater personal accountability in their learning process (Littlewood, 1997) Dickinson (1987) noted that effective learning increases when learners set their own goals and plan their studies Joshi (2011) emphasized that autonomous learners are more active and empowered in their decision-making Benson (2001) regarded learner autonomy as a human right, while Waite (1994) stressed the importance of learners taking responsibility for utilizing diverse resources beyond the classroom Ultimately, fostering learner autonomy not only enhances educational outcomes but also cultivates responsible members of society Furthermore, Little (2007) asserted that learner autonomy is central to language teaching theory and practice, linking language proficiency with autonomy development Research by Dafei (2007) and Myartawan and Latief (2013) supports this connection, demonstrating a strong correlation between language proficiency and learner autonomy McDevitt (1997) reinforced the notion that the ultimate goal of education is to create independent learners, underscoring the importance of autonomy in the educational process.
3 considering as a crucial aspect in language teaching and learning, and for life-long learning development
Learner autonomy plays a crucial role in addressing individual differences among students, as each brings unique social variables, learning styles, and needs to the classroom Sun (2013) emphasizes that, given the constraints of class time and fixed curricula, teaching students autonomous learning skills is an effective way to accommodate these differences Similarly, Little (1991) highlights that when students take charge of their learning, they can better connect their knowledge to real-life situations, enhancing their motivation and facilitating a smoother, quicker acquisition of the target language.
In Vietnam, English language teaching has evolved to emphasize the integration of scientific and cultural knowledge alongside essential soft skills such as critical thinking, teamwork, and creativity (MOET, 2005) Recent educational policies have further highlighted the importance of fostering autonomous learning skills (MOET, 2007) These developments significantly enhance the quality of Vietnamese education, particularly in English language acquisition, where students must achieve proficiency in communicative competence and lifelong learning skills It is crucial for educational authorities, teachers, and students to recognize that outdated teaching philosophies are insufficient for today's global educational demands Consequently, educators must adapt their teaching strategies to encourage greater student independence, active participation, and responsibility for their own learning.
Project-based learning (PBL) is an effective teaching method that fosters language skills and promotes student autonomy, making it a vital strategy for developing independent learners and thinkers In the PBL approach, students take charge of their education by tackling real-world problems through planning, management, and implementation of learning strategies Researchers like Krajcik, Czerniak, and Berger (1999) highlight PBL as a powerful tool for engaging students in real-life situations This problem-solving process allows students to utilize various skills at different stages, enhancing both their work and language abilities (Solomon, 2003) Furthermore, PBL encourages student confidence and autonomy, leading to improved language skills in a motivating and challenging learning environment (Simpson, 2011).
Project-based learning (PBL) fosters active and confident learners, as noted by Solomon (2003) and Krajcik et al (1994) Jane and Suzie (2013, as cited in Tran, 2019) highlight that PBL promotes autonomy, deep knowledge, and lifelong learning In language acquisition, it is essential for students to develop autonomy and think independently Consequently, PBL is recognized as a vital approach in education, particularly in language teaching, as it enhances student engagement, cultivates autonomous learning skills, and provides practical contexts for applying knowledge to real-life situations.
Modern education emphasizes learner autonomy and innovative teaching strategies like Project-Based Learning (PBL), leading to the rise of international schools and language centers in Vietnam These institutions have significantly enhanced English proficiency and essential lifelong learning skills The diverse mix of students and teachers from various countries fosters an immersive English-speaking environment and cultural exchange Additionally, these schools attract families with their learner-centered educational programs that prioritize effective teaching practices Students engage in comfortable learning settings that encourage idea-sharing, independence, and the development of modern skills through purposeful tasks and extracurricular activities Institutions like the Australian International School, The American International School, and The Asian International School prepare students not only to excel in English but also to become autonomous global citizens equipped with vital life and technology skills.
At the Asian International School (AIS), Pre-Intermediate level students and above engage in a Media subject alongside English language skills and social sciences This intriguing subject enhances language learners' research and presentation abilities while deepening their understanding of diverse topics, including cultures, geography, government, science, and global social issues Additionally, it provides further practice in speaking, reading, writing, and debating.
Teachers at The Asian International School are exploring ways to enhance student autonomy amidst various distractions A key question arises regarding effective strategies for fostering autonomous learning Project-based learning (PBL) is being considered as a viable approach, known for its potential to promote student independence and facilitate deep knowledge acquisition (Simpson, 2011; Solomon, 2003) This study aims to investigate the effectiveness of project-based learning in stimulating learner autonomy at AIS.
Statement of the problem
At The Asian International School, students are equipped with 21st-century skills to become global citizens, emphasizing internationalism and a lifelong pursuit of global knowledge and peace The curriculum aims to enhance both knowledge and personality, fostering critical thinking, self-awareness, and respect for diverse opinions However, many students remain reliant on teachers due to traditional educational methods that prioritize teacher-led instruction, limiting opportunities for learner autonomy This dependence is rooted in cultural norms that emphasize respect for teachers, as noted by Ho and Crookall (1995), which hinders students' ability to become independent learners Consequently, the lack of opportunities to exercise learner autonomy restricts students' capacity to achieve desired outcomes in project-based learning, as they are not equipped with essential skills for self-directed learning outside the classroom.
Teachers' adherence to traditional teaching practices and their lack of experience in Project-Based Learning (PBL) hinder the development of learner autonomy and the effective implementation of PBL Most teachers at the school are Vietnamese, and they continue to employ a teacher-led approach, which reflects their belief in maintaining a hierarchical classroom dynamic This mindset limits their trust in students' abilities to take charge of their own learning, failing to recognize students' desire for active participation Littlewood's (2000) research indicates that students are eager to move beyond being passive listeners and aspire to be independent learners Additionally, the shift to new teaching methods requires thorough preparation, which can lead to resistance among teachers due to the time and effort involved in adapting to these changes.
Teachers play a crucial role in guiding students effectively, yet many lack sufficient training to implement Project-Based Learning (PBL) rigorously This inadequacy can lead to difficulties in encouraging students to prepare thoroughly for their projects, often due to limited class time and insufficient guidance Additionally, the time students must dedicate to various subjects negatively affects their attitudes towards project implementation Parental expectations for students to excel across all subjects further hinder their ability to focus and engage deeply in their projects, ultimately impacting the quality of their work.
The school curriculum can restrict learner autonomy and hinder project outcomes, primarily due to its heavy emphasis on examinations This focus encourages both teachers and students to prioritize passing tests and achieving high scores over fostering independent learning Additionally, teachers often lack sufficient time to implement projects effectively, leading to potential discouragement in the classroom.
To effectively foster learner autonomy and implement project-based learning (PBL) at The Asian International School, it is crucial to identify and address existing challenges Understanding students' autonomous learning skills and their attitudes towards project implementation will facilitate the promotion of learner autonomy in a suitable manner.
Research objectives
This study investigates the implementation of project-based learning among Intermediate students at the Asian International School, focusing on two main objectives.
1 To examine how AIS secondary school students self-evaluate their autonomous learning skills after the application of project-based learning in the Media class;
2 To investigate the students’ attitudes about the impacts of project-based learning on learner autonomy.
Research questions
In line with the above-mentioned purposes, the research paper tries to find out the answers to the questions:
1 How do AIS secondary school students self-evaluate their autonomous learning skills after the project-based Media class?
2 What are the students’ attitudes towards the impacts of project-based learning on learner autonomy?
Scope of the study
The study will be carried out at Van Thanh Campus of The Asian International School in
Ho Chi Minh City is home to The Asian International School, located at 151 Vo Oanh Street, Binh Thanh District This study involves 36 grade 9 students enrolled in the Vietnamese program, all at an intermediate level of English The research aims to evaluate the effectiveness of project-based learning in fostering learner autonomy and shaping students' attitudes towards its application in Media classes.
Significance of the study
This research aims to clarify the limitations of learner autonomy among students at The Asian School, highlighting its significance for their future success By fostering an understanding of learner autonomy, both students and language teachers can better recognize their roles in the educational process This shift from a teacher-centered to a student-centered approach allows students to actively construct knowledge and enhance their skills Additionally, the study emphasizes the importance of project-based learning, encouraging language teachers to create engaging activities that sustain student interest and promote autonomy The findings can also benefit teachers across various subjects, as learner autonomy is a key objective in contemporary education.
Project-Based Learning (PBL) has emerged as an effective teaching method applicable across various school subjects Current research provides valuable insights for school leaders regarding teachers' and students' perceptions of learner autonomy and the value they place on PBL in the educational process This understanding enables leaders to develop strategies that support teachers in enhancing their experience with learner autonomy and PBL Additionally, curriculum developers can use these insights to revise and improve curricula to align with contemporary educational needs.
Definition of key terms
To make this research easier to understand, the researcher explains key terms as follows:
At The Asian International School, the Media subject within the English program allows students to enhance their language skills while working on computers to explore various aspects of media knowledge.
▪ Vietnamese program is one of the two programs of the school which is under the control of Ministry of Education and Training in Vietnam
▪ English program is another program which is developed by the school and based on a certain standard.
Organization of the study
The current study consists of five chapters
Chapter 1 provides the introduction to the study background, the rationale of the study, the objectives, the research questions, the scope of the study, the significance of the study, some definitions of the key terms utilized in the study and the organization of the study as well Chapter 2 is a presentation of literature review providing fundamental theories of learner autonomy, project-based learning, previous studies corresponding to the listed two notions, and learner attitudes With respect to learner autonomy, definitions, levels of learner autonomy and autonomous learning skills are clarified In terms of project-based learning, definitions, project- based learning activities and the principles are described In the part of previous studies, a variety of studies are discussed to feature how project-based learning helps in promoting learner autonomy The literature review also includes research gaps and conceptual framework at the end
Chapter 3 presents the methodology of the study which comprises the research design, the research site, the sample and sampling procedures, the experiment, the research instruments, the data collection procedures, the data analysis procedures, and the validity and reliability of the study
Chapter 4 reports on the results of the study by analyzing the data attained from questionnaires, semi-structured interviews and students’ diaries The discussion of the findings is also compared and contrasted with those of previous studies
Chapter 5 supplies the summary of the main findings of the study, the pedagogical implications and the recommendations for further research
Learner autonomy
Learner autonomy has been a significant focus for scholars and educators in foreign language teaching since its introduction Coined by Holec in 1981, learner autonomy refers to the capacity of individuals to take responsibility for their own learning An autonomous learner is characterized by their ability to make decisions regarding all aspects of their education, including setting objectives, defining content and progression, selecting appropriate methods and techniques, monitoring their learning processes, and evaluating their achievements.
According to Holec (1981), learners can enhance their learning experience by creating a personal agenda that involves planning, monitoring, and evaluating their progress He emphasized that autonomous learning is not an innate skill; rather, it can be developed through natural experiences or structured formal education Therefore, it is essential to encourage learners to take responsibility and engage actively in their learning journey to promote learner autonomy.
& Szabo, 2000) Accordingly, many other definitions and interpretations of learner autonomy by lots of scholars and researchers have been discussed and generated
Dickinson (1987) aligns with Holec’s (1981) concept of learner autonomy, emphasizing that while independent learning skills must be developed with expert guidance, they ultimately require learners to take full responsibility for their educational journey without teacher or material support At this level, learners must establish their own learning objectives and assess their success independently, free from the constraints of formal education Supporting this notion, Crabbe (1993) asserts that individuals should have the freedom to make their own choices, rather than being influenced by societal institutions Similarly, Freire (1996) defines learner autonomy as the capacity and freedom to construct knowledge, suggesting that teachers should facilitate opportunities for students to create their own learning experiences Thus, it is essential that learners possess complete freedom in making all decisions related to their education.
Autonomy, as defined by Candy (1988), is an innate capacity that can be hindered by institutional education, impacting students' freedom in making learning choices Young (1986) emphasized that autonomy involves authoring one's own world without external influence Kenny (1993) expanded this definition, describing autonomy as the opportunity to become a person, encompassing not just the freedom to learn, but all aspects of independent learning Benson and Voller (1997) summarized learner autonomy as the right to direct one's learning, taking responsibility for studies, acquiring skills for self-directed learning, having the freedom to make educational decisions, and recognizing that this capacity may be suppressed by formal education.
Learner autonomy, as defined by Little (1991), encompasses the ability for detachment, critical reflection, decision-making, and independent action, emphasizing students' responsibility for their own learning This concept places psychology at the core of learner autonomy, highlighting the importance of learners' awareness of their roles in the educational process Wenden (1991) further elaborated that true learner autonomy involves students reflecting on their learning and recognizing effective learning opportunities Additionally, Littlewood (1996) stated that autonomous learning requires both ability and willingness, a notion supported by Dam (1995), who asserted that learners must be willing to take responsibility for their learning to foster autonomy.
Benson (1997) expanded the concept of learner autonomy by introducing various perspectives: technical, psychological, sociocultural, and political The technical perspective highlights the importance of situational conditions, such as authentic materials and personalized learning activities, in fostering autonomy In contrast, the psychological perspective focuses on the learner's capacity, which includes behavioral and metacognitive elements that enable students to initiate, monitor, and evaluate their learning (Benson, 2001) Research indicates that autonomous learners typically exhibit high motivation, self-efficacy, positive attitudes, a need for achievement, and a blend of extrinsic and intrinsic motivation (Benson, 2007) The context of learning is often described as a second language setting, characterized by daily communication, as opposed to a foreign language environment, where interaction is less frequent (Little, 1999; Mitchell & Myles, 2004) The sociocultural perspective emphasizes social interaction as essential for cognitive and language development, suggesting that learner autonomy is developed through negotiation with the environment and social relationships Teachers adopting this perspective often offer students more choices, negotiation opportunities, and interactive activities (Ho & Crookall, 1995) Lastly, the political perspective addresses issues of power, access, and ideology in the context of learner autonomy.
Learner autonomy is defined in various ways across the globe, with differing perspectives from researchers and scholars reflecting diverse cultures and nations, resulting in no universal definition However, Sinclair (2000) identifies several common characteristics of learner autonomy: it is a capacity that is developed rather than innate, it involves learners taking responsibility for their own learning, and it exists on a spectrum that can fluctuate Additionally, autonomy can manifest both in and out of the classroom, encompasses both social and individual dimensions, and its promotion necessitates a conscious awareness of the learning process.
In the Vietnamese EFL context, Phan (2015) defined learner autonomy as a concept tailored to the local environment, comprising two key components: ability and attitude The ability aspect encompasses four elements—goal setting, planning, implementing, and evaluating—where goal setting identifies learners' needs, planning occurs both in and out of class, implementing refers to the methods used to complete tasks, and evaluating involves assessing the process and outcomes through presentations and feedback The attitude component emphasizes the learner's self-awareness and responsibility in the learning process, encouraging students to actively engage and take ownership of their objectives, content, and materials.
In this research, learner autonomy is defined as the ability and willingness of learners to take responsibility for their own language learning, supported by teacher guidance This concept aligns with the Vietnamese educational context and resonates with the definitions proposed by Holec (1981), emphasizing the learner's responsibility in the learning process Furthermore, it reflects the insights of Dam (1995) and Littlewood (1996), highlighting the significance of willingness as a crucial component of learner autonomy.
There have been a number of research on levels or degrees of autonomy, attempting to make a generalization about the notion of learner autonomy in the field of language education
According to Nunan (as cited in Chitashvili, 2007), the development of learner
Nunan’s model of learner autonomy outlines five levels of learner action: awareness, involvement, intervention, creation, and transcendence At the awareness level, learners understand their learning goals and strategies, which is crucial for identifying their preferred learning styles Moving to the involvement level, learners engage in decision-making, choosing from various options The intervention level signifies a more advanced autonomy where learners adapt and modify tasks At the creation level, learners take initiative by designing their own learning tasks Finally, at the transcendence level, learners connect classroom content to real-world applications, becoming fully autonomous, akin to teachers and researchers Posada Ortiz (2006) further explains that Nunan’s model encompasses two curricular domains: the experimental content domain, focusing on what students learn, and the learning process domain, which emphasizes how they learn through task selection and adaptation Thus, fostering autonomous learning is most effective in the classroom by integrating content and process goals, involving students in decision-making, and encouraging them to extend their learning beyond the classroom.
Littlewood (1997) identifies three types of autonomy: language acquisition, learning approach, and personal development In terms of language acquisition, autonomy is defined as the ability to independently use a language to convey personal meanings in real-life, unpredictable situations, highlighting autonomy as a communicator Additionally, the learning approach emphasizes the role of learners in actively engaging with their educational experiences.
Autonomy in learning encompasses the ability to take responsibility for one’s own education by employing active and personally meaningful strategies, both in and out of the classroom Additionally, it includes the capacity to communicate and learn independently, fostering greater overall autonomy as individuals Scharle & Szabo (2000) further contributed to this concept by exploring ways to enhance learner autonomy.
15 three-phase model which consists of raising awareness, changing attitudes and transferring roles
Learner autonomy can be categorized into two levels: proactive and reactive autonomy, with proactive autonomy considered the higher level (Littlewood, 1999) Proactive autonomy involves learners planning, monitoring, implementing, and assessing their own learning, allowing them to create their own learning agendas In contrast, reactive autonomy refers to learners' ability to organize resources independently to meet set objectives, such as studying vocabulary or forming groups for assignments without external pressure While many writers emphasize the significance of proactive autonomy, Littlewood suggests that reactive autonomy should also be recognized in education, as it may serve as a stepping stone to proactive autonomy or be valuable in its own right.
According to Jones (1998), learner independence is a spectrum that ranges from minimal to maximal autonomy, encompassing both learner autonomy and self-learning He emphasizes the importance of guiding students towards achieving full autonomy through a gradual developmental process, with self-access positioned centrally on this continuum Although the distinction between self-access and learner autonomy is not clearly defined, self-access refers to resources chosen by students to complement traditional teacher-led instruction (Sheerin, 1989) and includes various materials and support systems for independent learning Within Jones's continuum, self-access, teacher-led autonomy, and self-directed learning are situated in the middle, while classwork and homework are on the far left, and full autonomy and naturalistic immersion are on the far right.
Homework and class work offer limited independence, with students primarily deciding whether to complete tasks while managing their own time for homework Teacher-led autonomy involves educators facilitating learning by assigning tasks and guiding students towards independent study skills within the classroom In contrast, teach yourself autonomy represents a higher level of independence, where students engage in self-instruction with minimal social interaction or peer support, following a structured syllabus At the highest level of autonomy, learners have complete freedom, choosing their own materials and resources without instructor intervention, allowing them to tailor their learning experiences to meet individual goals.
Project-based learning (PBL)
2.2.1 Definition of project-based learning
Project-based learning has emerged as a significant educational approach in language teaching, tracing its roots back to the late 19th and early 20th centuries with the contributions of John Dewey and other progressive educators Dewey emphasized the importance of experiential learning, advocating for student engagement in real-world contexts to enhance personal skills and make the curriculum relevant The concept of a "project" was first introduced in 1908 with the establishment of project-based agricultural work, highlighting the historical significance of this educational method in fostering practical learning experiences.
Community development initiatives, including tree planting and enhancing crop yields, have gained prominence Since the inception of project-based approaches, a variety of theories and concepts have been developed and articulated by numerous researchers and practitioners.
Project-Based Learning (PBL) is an instructional model that centers learning around projects, where students actively engage in solving real-world problems and creating tangible products (Thomas, 2000) In PBL environments, students take charge of their learning through independent work and teamwork, with teachers acting as guides (Moss & Van Duzer, 1998) This approach emphasizes student-centered, interdisciplinary tasks that integrate real-world situations, distinguishing it from traditional teaching methods (Solomon, 2003; Willie).
The PBL (Project-Based Learning) approach enhances student engagement by encouraging them to explore meaningful questions through investigation and collaboration This method allows students to develop various skills, including formulating questions, making predictions, collecting and analyzing data, sharing insights, and creating products.
Project-based learning (PBL) provides students with unique experiences beyond traditional textbook education, as highlighted by Markham (2011) According to Hedge (1993), projects are authentic language tasks that integrate various language skills through collaborative activities aimed at achieving a common goal This approach emphasizes student responsibility in planning, conducting, and presenting their projects, fostering essential skills such as investigation, negotiation, hypothesis formation, debate, and experimentation Haines (1989) notes that projects focus on themes and topics rather than specific language targets, allowing students to engage in multi-skill activities As students work towards their objectives, they apply their language skills in a natural context, maintaining focus and motivation throughout the process.
Project-based learning is an experiential approach to education where knowledge is gained through hands-on experiences According to Smith & Dodds (1997), it involves real-world assignments completed within a set timeframe to meet specific objectives and enhance both individual and group learning David (2008) further refines this concept, emphasizing its practical applications in educational settings.
Project-Based Learning engages students by presenting real-world problems that stimulate critical thinking and encourage the acquisition and application of new knowledge in a problem-solving context, with the teacher acting as a facilitator to guide students in framing their inquiries.
20 worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skill, and carefully assessing what students have learned from the experience
Project-based learning (PBL) is a student-centered educational approach that emphasizes inquiry and the use of cognitive tools to explore authentic questions This method enables students to gain a deeper understanding by engaging with real-world challenges, situations, or problems, fostering critical thinking and problem-solving skills.
Project-based learning (PBL), as highlighted by Bell (2010), is essential for fostering independent thinkers and learners This student-driven, teacher-facilitated approach emphasizes inquiry, where students formulate questions, tackle real-world challenges, and build knowledge through a structured learning process By designing inquiries, planning research, and implementing effective learning strategies, students engage in deeper learning and develop valuable skills Bell asserts that PBL enhances motivation, promotes higher-level reading, and leads to a comprehensive understanding of topics, laying a solid foundation for future success In this model, teachers transition from traditional lecturing to motivating students, providing resources, and guiding them in constructing their knowledge.
To grasp the concept of project-based learning, it's essential to examine its key components According to Thomas (2000), five criteria must be met for a learning method to qualify as project-based learning.
Project-based learning projects are central, not peripheral to the curriculum,
Project-based learning projects are focused on questions or problems that “drive” students to encounter the central concepts and principles of a discipline,
Projects involve students in a constructive investigation,
Projects are student-driven to some significant degree, and
Projects are realistic, not school-like (p 4)
Successful and effective projects are defined by criteria that emphasize real-world relevance, such as the driving question addressing meaningful content, as noted by Krajcik et al (1998) Key elements include investigations and artifact creation that facilitate concept learning, collaboration among students, teachers, and the community, and the integration of technological tools Additionally, Markham et al (2003) highlight that effective projects should be student-centered, fostering learner potential and enhancing motivation In such projects, students engage deeply with central concepts, participate actively in thorough investigations, and leverage their findings effectively.
To achieve success in Project-Based Learning (PBL), it is crucial for students to create projects that effectively address specific problems The effectiveness of this teaching method is further enhanced through regular feedback from peers, experiential learning opportunities, and collaborative group work.
Project-based learning is an engaging educational method that immerses students in real-world challenges, fostering deeper understanding This approach not only enhances knowledge but also builds students' confidence and autonomy through collaborative and independent tasks.
Project-based learning (PBL) has gained significant support from educators and is beneficial for both learners and teachers in language education Research by Green (1998) highlights that PBL fosters life-long learning skills, enhances learner motivation, and provides a sense of satisfaction Stoller (2006) notes that it boosts learners' self-esteem and promotes a positive attitude towards their education Furthermore, Krajcik et al (1999) emphasize that students not only achieve a deep, integrated understanding of content and processes but also develop confidence, responsibility, and essential skills in problem-solving and collaboration.
Project-Based Learning (PBL) offers significant benefits for both learners and teachers For learners, PBL enhances critical skills such as data selection, presentation, and independence, catering to individual learning styles (Orevi & Dannon, 1999) For teachers, PBL can make their work more enjoyable and motivating as they engage with new projects and diverse groups of students (Krajcik et al., 1999) Additionally, teachers gain fresh perspectives and ideas from their students, fostering a collaborative learning environment Moreover, PBL promotes better classroom management, as engaged learners tend to exhibit fewer disciplinary issues.
Learner attitudes
Learner attitude plays a crucial role in language acquisition, significantly impacting the overall learning experience Research indicates a strong connection between attitudes and learning outcomes, highlighting their interdependence (Soto-Hernández et al., 2018) According to Smith (1971) and Arifin, fostering positive attitudes can enhance language learning effectiveness.
Attitude is defined as a relatively enduring organization of beliefs regarding objects or situations, influencing a person's responses to them (Wijaya et al., 2020) It is a crucial concept for understanding human behavior and comprises three components: cognitive, affective, and behavioral (Asghar et al., 2018; Tran & Tran, 2020) The cognitive component pertains to students' beliefs and thoughts about the knowledge they acquire during language learning The affective component relates to the emotions or feelings students experience in response to various objects or situations Lastly, the behavioral component reflects how students act or react towards an object or situation.
Attitude refers to an individual's inclination to think or act in a specific manner towards a particular object or situation, often accompanied by emotions It comprises three key components: cognitive, affective, and behavioral.
2.3.2 The components of attitudes a) Cognitive component
The cognitive component pertains to the knowledge, beliefs, and thoughts individuals hold about an object, reflecting their perceptions and attributes related to it This dimension primarily encompasses the information that shapes how people think about the object.
In language learning, students develop their perceptions through interactions with attitude objects and diverse informational sources The cognitive component of this process involves four key steps: linking prior knowledge with new information, formulating new concepts, verifying understanding, and applying this knowledge across various contexts (Asghar et al., 2018) Additionally, the affective component plays a crucial role in shaping students' attitudes towards learning.
The affective component centers on emotional experiences and preferences, encompassing feelings of liking or disliking and positive or negative evaluations of an object According to Feng and Chen (2009), the learning process is inherently emotional and can be influenced by various factors Learners' attitudes towards language acquisition are often shaped by their inner emotional states It is important to recognize that evaluative judgments in the affective domain should not be based solely on beliefs, as emotions interact simultaneously with cognitive factors.
The behavioral component of learning describes how students react to an attitude object, influencing their participation and actions in various tasks This dimension significantly impacts students' behaviors, as evidenced by Kara (2009), who found that positive behavior fosters a positive attitude Consequently, students demonstrate commitment to problem-solving and engage emotionally in their learning experiences.
In summary, the cognitive component encompasses the thoughts, perceptions, and beliefs related to the attitude object, while the affective component pertains to the emotions and feelings involved Additionally, the behavioral component emphasizes the reactions or responses that arise from these attitudes.
Previous studies
Learner autonomy is crucial for lifelong learning and a key factor in successful language acquisition, as responsible learners tend to be more enthusiastic and focused (Littlejohn, 1985) A study by Joshi (2011) involving master's students and teachers revealed that learners were aware of their English learning goals and made significant self-directed efforts Conversely, Evrim (2009) found that some students were reluctant to take responsibility for their learning.
Many students often depend heavily on their teachers due to a belief that they are incapable of taking responsibility for their own learning However, it is essential for students to embrace this responsibility, as doing so can significantly boost their motivation and facilitate success in language learning This aligns with Wang and Palincsar's (1989) assertion that learners who take ownership of their education tend to experience increased motivation and learning effectiveness Such students recognize that their achievements stem from their efforts and understand that setbacks can be overcome through perseverance.
Little (2003) argues that fostering student autonomy enhances learning by making it more focused and effective, as motivated learners can apply classroom knowledge to real-world situations He emphasizes that student motivation improves when learners take responsibility for their education and develop reflective self-management skills, which in turn boosts their motivation Although autonomous learners may face temporary setbacks, they possess the resources to overcome these challenges In the context of second and foreign language learning, Little highlights that effective communication relies on a set of procedural skills that can only be developed through practical use Learners with a high degree of social autonomy find it easier to navigate the discourse roles essential for spontaneous communication.
Project-based learning (PBL) is an effective approach in language teaching that enhances learner autonomy, as supported by Yuliani's (2017) research Solomon (2003) highlighted that PBL focuses on student-centered, interdisciplinary activities in real-life contexts, leading to improved learner autonomy This approach empowers students to develop their language skills while boosting their confidence and self-esteem Simpson's (2011) study on English language proficiency among Tourism students further confirms these benefits of PBL.
30 findings showed that PBL benefited students on learning skills and self-confidence, and it has been considered an effective means of teaching English as a foreign language
Yuliani's (2017) study on project-based learning (PBL) revealed that it fosters learner autonomy through self-instruction, self-direction, self-access learning, and individualized instruction While many ninth-grade participants demonstrated these criteria during a role-play project, some struggled due to factors like laziness, lack of collaboration skills, and insufficient knowledge Self-direction emphasizes learners' responsibility for their education, while self-access learning involves utilizing available instructional resources Individualized instruction tailors the learning process to each student’s needs During the planning phase of PBL, most students actively engaged in decisions about topics and roles, reflecting self-instruction and self-direction; however, some lacked independent learning skills and determination Although students generally met the criteria in the implementation phase by collaborating and taking responsibility, they faced challenges with self-access learning Yuliani concluded that while PBL enhances learner autonomy for most, those with limited autonomous learning experiences struggled due to prolonged teacher-centered instruction, time constraints, exam focus, and English proficiency issues.
Project-based learning (PBL) has shown significant benefits for young students, such as those in the fourth grade A study by Ilhan (2014) highlighted that when students engaged in oral presentations related to their learning, they demonstrated increased responsibility and independence PBL not only heightened students' motivation but also enhanced their understanding of social studies, fostering self-regulation and self-evaluation skills Similarly, Díaz Ramírez (2014) found that students who created a magazine on environmental issues developed autonomous skills through cooperative work, which encouraged mutual support and a shared interest in their projects This study also indicated that students' intrinsic motivation drove their desire for achievement and knowledge, contributing to their learning goals while promoting self-regulation in overcoming challenges.
Research by McCarthy (2010) challenges the notion that project-based learning (PBL) inherently enhances learner autonomy in a learner-centered environment The study found that many participants lacked enthusiasm for exercising autonomy, showing minimal effort in independent target language study and primarily motivated by the desire to earn credit Additionally, students were unclear about the importance of taking responsibility in decision-making and preferred to adhere to teacher-centered instructions Despite only a slight shift in student attitudes, the research suggests that with proper support, PBL can benefit students, teachers, and administrators by fostering awareness of students' potential for autonomous learning and their development as effective language learners.
While some students may face challenges with Project-Based Learning (PBL) that can be addressed through proper training, PBL remains a highly effective method for enhancing language education Research indicates that student investment is crucial for academic success (Murray et al., 2004) Promoting student ownership in learning is vital for knowledge construction, as it allows students to actively engage in defining problems and asking questions (Helle et al., 2006) This approach fosters a sense of ownership, transforming learners into producers within society rather than mere products Additionally, Skehan (1998) noted that active involvement in project planning enhances student autonomy Overall, the project work process offers significant opportunities for student growth and engagement.
32 for confidence and independence development (Fried-Booth, 2002) Bell (2010) echoed the ideas and generalized that learning responsibility, independence and discipline are important outcomes students gain from PBL
Research indicates that learner autonomy can be fostered through project-based learning; however, previous studies typically focused on a single type of project, which may limit the generalizability of their findings Given that each project possesses distinct characteristics, this study seeks to explore the effectiveness of project-based learning in enhancing learner autonomy in an English media class by incorporating a variety of project types.
Research gaps
Project-based learning (PBL) has proven beneficial for language learners, as evidenced by studies conducted in various countries, including Thailand,
Conceptual framework
In this study, project-based learning was employed to promote learner autonomy With the employment of this approach in Media class, learner autonomy can be improved as Nguyen
Research has shown that the implementation of Project-Based Learning (PBL) significantly enhances learner autonomy among students Specifically, studies by 2017 and Zhang (2015) indicate that students develop greater independence and self-directed learning abilities through project work PBL fosters essential skills such as self-assessment, goal setting, planning, and monitoring, contributing to a more autonomous learning experience.
Project-Based Learning (PBL) significantly influences students' attitudes towards their education, encompassing cognitive, affective, and behavioral components (Little, 2009; Duong, 2017) Research by Van Rooij (2009) and Truong (2017) highlights the profound effects of PBL on fostering positive attitudes among students Truong (2017) specifically notes that students develop a strong belief in their ability to engage in autonomous learning, reflecting the positive outcomes associated with project-based approaches.
Attitudes play a crucial role in fostering learner autonomy within a Project-Based Learning (PBL) environment, as highlighted by Alacapinar (2008) and Kalayci (2008) in Tran (2019) Additionally, students' beliefs, thoughts, feelings, and actions related to self-regulated learning—a key aspect of learner autonomy—are interconnected with cognitive, affective, and behavioral attitudes, according to Montalvo and Torres (2004).
Summary
This chapter focuses on key elements of the study, including learner autonomy, project-based learning, and learner attitudes It emphasizes the significance of learner autonomy in language education, outlining its levels and strategies for fostering independent learning Additionally, the chapter highlights the role of project-based learning in enhancing learner autonomy, detailing essential activities and design principles for effective projects Finally, it explores learner attitudes by defining their components and significance in the learning process.
Research gaps which laid the foundation for this study were listed as well
Figure 2: The conceptual framework of the study
Project-based learning in Media class
Cognitive Affective Behavioral Autonomous learning skills