Abstract
Learner autonomy is crucial to the success of foreign language teaching and learning. Although it is defined differently, the essence of learner autonomy is to engage learners in the teaching and learning process. Traditionally, project-based learning is introduced into foreign language classrooms to enhance learner autonomy by involving learners into teacher-directed projects that connect language learning and its application. The greatest challenge, however, is the students’ unwillingness to participate in the language projects which is caused by lack of personal connection with the projects. According to iNACOL, personalized learning advocates tailoring learning according to students’ strengths, needs, and interests and enabling student voice and choice in what, how, when, and where they learn. This presentation will propose that project-based learning be coupled with personalized learning to encourage personalized projects for students. Unlike traditional teacher-directed projects, personalized projects invite students to design and carry out their own projects, which enable students to bring relevance to the project work and take ownership of their learning. This presentation will also put forward a seven-step framework to effectively design and implement personalized project-based learning.
Author Information
Juan Villaflor, Defense Language Institute Foreign Language Center, United States
Ying Zhang, Anqin Normal University, China
Paper Information
Conference: IICEHawaii2021
Stream: Teaching Experiences
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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To cite this article:
Villaflor J., & Zhang Y. (2021) Fostering Learner Autonomy through Personalized Project-Based Learning ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2021 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2021.26
To link to this article: https://doi.org/10.22492/issn.2189-1036.2021.26
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