Project-Based Learning as an Approach for Developing Learner Autonomy in EFL Classroom: the case Study of Licence Students at the University of Ghardaïa

Abstract

Abstract This study explores the role of Project-Based Learning (PBL) in promoting learner autonomy among English as a Foreign Language (EFL) Licence students at the University of Ghardaia. As traditional teacher-centered approaches often limit students’ independence and active participation, PBL has emerged as an effective learner-centered approach that encourages 4Cs skills (collaboration, critical thinking, communication and creativity). Adopting a descriptive design and a mixed-methods approach, the research was conducted through questionnaires administered to the English students and semi-structured interviews with them. The findings reveal that students generally hold positive attitudes toward project-based learning, recognizing its important role in enhancing autonomy, teamwork, communication skills, and classroom engagement. The results also indicate that PBL motivates learners to participate actively in the learning process and helps them develop responsibility for their own learning. However, some challenges such as time management and coordination among group members were identified. The study recommends integrating more project-based activities in EFL classrooms to foster learner autonomy and create a more interactive and student-centered learning environment.