Key points are not available for this paper at this time.
The growing interest in learner autonomy is propelled by the swift advancement of information technology and globalization. Embedded within the Malaysian Education Blueprint (MEB 2013-2025), Autonomous Language Learning (ALL) is promoted to elevate language proficiency among students. Traditional educational methods are declining in relevance for preparing learners for contemporary workforce demands, prompting a shift towards a self-directed approach. Educators are currently tasked with fostering individuals who can continually learn and excel in a rapidly evolving global economy driven by knowledge. Consequently, project-based learning (PBL) emerges as a powerful tool for educators to foster learner autonomy in ESL classrooms. This qualitative study explores the impact of project-based learning (PBL) on learner autonomy and personal development among first-semester Diploma students majoring in Business Administration at Universiti Mara Kedah Branch. The study employed a descriptive qualitative research design to delve into students' perceptions of PBL and its influence on their learning experiences, outcomes, and self-improvement. The research aimed to provide a comprehensive understanding of how PBL fosters learner autonomy, aligning with the overarching goal of promoting self-directed learning. The study involved 30 first-semester Diploma students, who collaborated in teams on a poetry writing project centered around a theme of solidarity with Palestine. Data collection included open-ended survey questions to gather detailed insights into students' perceptions of project work, learning outcomes, and personal development. Thematic analysis of the qualitative data revealed key themes such as positive attitudes towards project work, enhanced problem-solving skills, effective communication, and personal growth. These findings underscore the transformative effects of PBL on students' autonomy and confidence, emphasizing the importance of integrating PBL approaches in ESL classrooms to empower students for success in a dynamic global economy.
Saad et al. (Mon,) studied this question.