Innovation in Language Learning

Learner autonomy has gained the interest of scholars and researchers in the domain of language education over the last four decades. It is considered one of the crucial factors that lead to success in foreign language teaching and learning (Chong & Reinders, 2022). EFL teachers can use various instructional strategies to enhance learner autonomy. However, if the teachers do not engage and motivate students in their learning process, learners will not be able to achieve productive outcomes (Tao et al., 2022). Among the strategies that can be adopted to foster learner autonomy is project-based learning (PBL). The paper at hand aims to explore the effect of using PBL as an instructional strategy on the development of learner autonomy among secondary school EFL learners. The study also strives to obtain a profound understanding of the application of PBL as well as the instructional methods and strategies that encourage students' involvement and drive for collaborative learning. This study uses a quasi-experimental approach that engages students in group project work with the aim of presenting the outcomes orally. The data is collected through observations and interviews, and then thematic analysis is used to analyze the data. The findings of the study reveal that project-based learning increases students’ motivation to take responsibility for their learning process and thus enhances their collaborative autonomy. The results also indicate that students enjoy working collaboratively and using ICT while working on their projects and presenting their products. The study suggests that through PBL, teachers can provide learners with significant opportunities to gradually develop autonomy, enabling them not only to achieve significant classroom achievements but also to succeed in their lives.