The Impact of Project-Based Language Instruction on Autonomy: A Case of EFL University Students in the Iranian Context

Articles in Press

Document Type : Original Article

Author

Assistant Professor, Department of English Language, Eslamabad-e Gharb Branch, Islamic Azad University, Eslamabad-e Gharb, Kermanshah, Iran.

Abstract

This study utilizes Solomon Four-Group statistical design and concentrates on the application of Project-Based Instruction to language teaching in the Iranian university context. The objective is to find whether this sort of instruction can lead to improvements in the autonomy of BA students majoring in English. The measuring instrument is an autonomy questionnaire. Eighty BA students participate in the study. In order to ascertain the homogeneity of the sample, the participants are randomly selected from a population of 240 freshman undergraduate Islamic Azad university students. The research question is addressed by six hypotheses, and the statistical analyses consist of two stages: t-test analysis and meta-analysis. In the first stage, although the pretests appear not to exert any influences on the treatments, the statistics gained fails to provide conclusive results. Hence, the investigation continues with meta-analysis involving two-way analysis of variance and the analysis of covariance. As a result, the treatment is found to exert significant positive effects on the autonomy.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 18 February 2025

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History

  • Receive Date: 03 November 2024
  • Revise Date: 13 February 2025
  • Accept Date: 18 February 2025

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