Fostering Learner Autonomy through Personalized Project-Based Learning

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 students in the autonomous learning process. In Defense Language Institute Foreign Language Center (DLIFLC), project-based learning is mainly integrated into post-basic language programs to enhance learner autonomy by involving learners into a myriad of teacher-directed language projects. The greatest challenge, however, is the students' resistance to participate in the projects due to lack of personal connection with the projects. This paper proposes that project-based learning be coupled with personalized learning to encourage personalized projects for students. Unlike teacher-directed projects, personalized projects invite students to design and carry out their own projects, enabling students to bring relevance to the project work and to take ownership of their learning. This paper focuses on characterizing personalized project-based learning first, and then outlines a five step framework to practicing personalized project-based learning.