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Description
This study explores autonomous learning in a first-year English language course at a Japanese university. Students participated in project-based learning, managing four major projects: presentations, bulletin boards, a university magazine, and promotional videos. Findings show that these projects enhanced collaboration, motivation, organizational skills, and digital literacy. The study also highlights the need for structured, scaffolded support to further build students’ confidence and autonomy. Overall, the results suggest that project-based learning can promote academic and personal growth.
Summary
This study explores autonomous learning in a first-year English language course at a Japanese university. Students participated in project-based learning, managing three major projects: bulletin boards, a university magazine, and promotional videos. Findings show students benefit from these kinds of projects in terms of collaboration, motivation, organizational skills, and digital literacy but there was a need for structured, scaffolded support in order to increase confidence and automony levels.
| Teaching Context | College and university education |
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