Reevaluating the Roles of the Stakeholders in Language Education: How Student Autonomy Is Promoted through Projects in English for Specific Academic Purposes (ESAP) Courses

Abstract

Students’ ability to develop their English and function without assistance from teachers during their academic studies and professional lives is an objective within the context of language learning in higher education, especially in an English Medium Instruction setting. This chapter aims to show, with practical examples, how projects customized to students’ specific needs in various disciplines, at the end of advanced level English for Specific Academic Purposes courses, can promote student autonomy. By working through the project process, which enables students to choose their topic and materials, synthesize skills and strategies from the course and apply diverse resources in a learner-centred approach, students are engaged in challenging tasks which allow them to practise language skills in a natural setting. Furthermore, projects can increase effectiveness of the course by utilizing new technologies and encouraging autonomy, through self-access, self-monitoring and collaboration in real-life tasks, thereby placing more responsibility on the student. In light of shifting language needs in the academic and work environments, the roles and responsibilities of the language instructor and student should be reevaluated, considering more student-centred approaches for preparing undergraduates with language skills for their studies and for the workplace.