An investigation into first-year students' perceptions of learner autonomy through project-based learning

The study employed a survey design in which quantitative data was collected. A questionnaire consisting of 24 questions was distributed to 94 first-year non-English major students to understand their perceptions of learner autonomy through Project-based learning at Ton Duc Thanh university. The data was considered with the support of SPSS software version 20. The data analysis showed that students held positive perceptions in all four dimensions of learner autonomy, namely initiating, monitoring, evaluating and using ICTs in learning process. This finding, accordingly, suggests a significant effect of Project-based learning on learner autonomy