Abstract

This research investigated the implementation of a project for self-directed learning (PjSDL) in an English as a Foreign Language (EFL) context. The purposes of this study were twofold: to foster SDL of three levels of students through the implementation of English projects, and to know the benefits of the students gaining from participating in English project-mediated learning. Therefore, a total of 43 non-English-major university students with three SDL levels (low, middle, and high) dived by Self-directed Learning Questionnaire (SDLQ) participated in this study. To achieve the goal, the instruments used were a demographic questionnaire, the SDLQ, a project evaluation sheet, and a reflective sheet. A one-way ANOVA, frequency distribution and thematic categorization were employed for data analysis. The findings revealed that the three levels of students had statistically significant differences in engagement through project-mediated SDL. Most notably, the high-level learners demonstrated the strongest engagement with technological support and gained the greatest benefit from collaborative learning. In contrast, the low-level learners reported gains mostly from content learning.

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