Autonomy and project-based language learning: factors mediating autonomy in project-based CALL
Year: 2005
Type: dissertation
Abstract: This thesis is an investigation into the exercise of autonomy in the practice of collaborative, project-based classrooms.The investigation set out to answer two research questions: What are the forms of autonomy expected of students in project-based classes?, and What are the factors that mediate the employment of autonomy in these classes?The investigation gathered qualitative data from students and teachers of four projectbased, computer-assisted courses in four language departments at The University of Melbourne.The study was carried out in two stages, over two years.In all, a total of ten 14-week classes run by four teachers were investigated, containing a total of 136 students.The first year (stage one of the investigation) focussed on teacher practice and course syllabi, and addressed the first research question.The second year (stage two), focussed on student practice and addressed the second research question.Research tools consisted of participant observation, questionnaires, and semistructured interviews with both students and teachers, together with the collection of published materials relating to the class syllabi and assessment procedures.During the second stage, twenty students were selected for interview.Chapter 1 not only for the current project-based classes, but also for the learning theory they were drawing on.It seemed, therefore, that the problem lay in the common factor of drawing on the same pedagogical approach.Their complaints thus suggested that, contrary to expectations, there were factors in project-based learning (PBL) that did not assist motivated students to develop their language.To understand why this might be the case, it was necessary to investigate how PBL classes functioned in theory and practice.The central features of PBL pedagogy are that classes are learner-centred, and the key factor in this concept is the exercise of autonomy by the learners.The first task was thus to examine the underlying theory of PBL so as to clarify the nature and role of autonomy in it.An initial survey of the literature indicated that there is a very large body of research available on learner-centred approaches.This was also true of the literature of autonomy.However, while there was a great deal on the theories driving these approaches, there appeared to be much less available on classroom practice that addressed the exercise of autonomy in classes containing adults.Furthermore, largescale investigations into the exercise of autonomy in learner-centred language classrooms, such as that by Dam and Gabrielson (1988), and, more recently, Macaro (1997), both of which dealt with primary and secondary schools, either did not appear to have considered the quantity of L2 learning to be a problem, or did not consider it enough of a problem to devote much space to it.Furthermore, very little research had been undertaken on project-based approaches involving computers, nor were there longitudinal studies into the employment of autonomy in such classes.The result has been this longitudinal study into PBCALL classes, to uncover how language learning functions in project-based language learning (PBLL), and, in doing so, gain insights into the role of autonomy in the learning process.The study sought to answer two questions about the exercise of autonomy: What are the forms of autonomy expected of students in project-based classes?, and What are the factors that mediate the employment of autonomy in these classes?
Author: Michael Arthur Smith
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W28397171