Enhancing Learner Autonomy in Rural Young EFL Learners through Project-Based Learning: An Action Research

Abstract

Learner Autonomy (LA) is acknowledged as being beneficial to EFL education, particularly in rural areas where resources are scarce. However, LA enhancement should be implemented with careful consideration to the context. Based on our previous study (Pichailuck & Luksaneeyanawin, 2015), young rural EFL learners are ready and willing to adopt LA, yet they are rather unfamiliar with its practices. The research described in this article aims to evaluate how Project-Based Learning (PBL) can enhance LA by utilizing existing resources. In this study, ten sixth graders from a rural school in Northeastern Thailand were sampled in a focus group for an in-depth qualitative study. Research strategies such as field notes, interviews, Focused Group Conversations (FGCs), diaries, observations and assignment analysis were used. The results showed that all students were receptive to PBL and LA enhancement. The national standardized achievement test, ONET 2015, showed higher average scores for all grade 6 students accustomed to PBL. The ten students in the focus group also showed higher scores. This was the first time in three years that the school’s average ONET scores were higher than the national average. Therefore, it was concluded that through PBL, rural teachers could make the most of existing resources to gradually enhance LA in young EFL learners which leads to higher academic achievement.