Fostering learner autonomy through a creative-writing project

Abstract EN

The present study aims at fostering learner autonomy among EFL learners through a lengthy, creative-writing project.

To fulfil such an objective, a group of third-year students of English at Mentouri Brothers University has been engaged into a multiphase, story-writing project in an out-of-classroom setting, namely a writing centre.

The Learner Autonomy Profile Short-Form (LAP-SF) was the instrument used prior and subsequent to the experiment to measure the subjects’ degree of autonomy.

Self-assessment and reflection forms have also been employed in this study to examine the participants’ development as autonomous learners.

The obtained results have shown that the students who have received the experimental treatment could develop a learning autonomy, while those who have not undergone the experiment remained largely non-autonomous.

These findings confirm the hypothesis and demonstrate that learner autonomy can be successfully implemented through extracurricular, creative-writing projects.