Implementing Project-Based Learning to Promote Learner Autonomy: A Systematic Literature Review

Abstract

This systematic review explores how project-based learning (PjBL) influences in promoting the development of learner autonomy in the context of language education. Recognized
for its capacity to engage students actively and support decision-making, PjBL aligns well with
the principles of autonomous learning by allowing students to steer their own educational paths.
By analyzing a range of journal articles through thematic methods, this review investigates key issues including how PjBL fosters autonomy, the barriers students encounter when engaging with
this approach, instructional strategies to optimize its benefits, and ways learners exhibit autonomy in PjBL environments. The results emphasize the important contribution of project-based
learning to fostering learner autonomy, while also pointing out the obstacles and approaches
needed for its successful implementation. The review accentuates the importance of structured
support systems and mentorship to facilitate students’ transition to project-based learning environments, ultimately to enhance independent learning, critical thinking, and collaboration skills
which are essential for success in learning environment.