Abstract:
This study examines how project-based learning provides a space for learner autonomy during whole class discussion. Our participants are twenty-two Master I LMD /AL & ELT students studying in the department of English, at the University of Bejaia, Algeria. We have opted for a mixed research design comprised of: quantitative and qualitative trends. The former implies the use of pre-post questionnaires respectively whereas the second involves students’ semi-structured interviews, field observation as well as descriptive field notes. The results of both methods revealed that project-based learning is an effective mechanism through which we can develop learner autonomy when using the target language in a real world context
