Promoting Autonomy Through Project Work

Bibliographic Data

ID11154334
AuthorsClaudia Patricia Mesa Villa (0000-0001-6481-4597, Universidad de Antioquia, corresponding author), María Cristina Frodden Armstrong (Universidad de Antioquia)
Year2004
Volume9
Issue1
Pages205-230
Publication date2004-12-02
Open AccessYes
TypeARTICLE
VenueÍkala Revista de Lenguaje y Cultura (JOURNAL)
Journal identifiersISSN: 0123-3432 • E-ISSN: 2145-566X
PublisherUniversidad de Antioquia (PUBLISHER • CO)
DOI10.17533/udea.ikala.3147
OpenAlexW2149788711
LanguageEN
Citations received2
References cited1

This article presents teacher and learners' experience implementing project work as a strategy the authors used in an undergraduate foreign language teaching program at an important public university in Colombia. In order to find support for their view that project work is an effective approach to developing future teachers' autonomy, students who had participated in project work were interviewed and their responses were analyzed using Benson's contributions 1997, 2001 on autonomous learning,and Legutke and Thomas (1991) on project work as a framework. The authors discuss the following issues based on the students' experience: stages in the development of the project, characteristics of project work, and its relevance to developing learner autonomy. Received: 26- 05- 04 /Accepted: 07-09-04 How to reference this article: Mesa Villa, C. P. & Frodden Armstrong, M. C. (2004). Promoting Autonomy Through Project Work. Íkala. 9(1), pp. 205 – 230

Autonomy · Language education · Learner autonomy · Medical education · Pedagogy · Political science · Project-Based Learning · Relevance (law · Sociology · Work (physics · EFL/ESL Teaching and Learning · Engineering · Innovative Teaching and Learning Methods · Medicine · Psychology · Second Language Learning and Teaching