The Project-based Learning in Foreign Language Teaching as a Means of Stimulating Autonomous Learning in the Faculty of Foreign Languages

Due to a growing interest in lifelong education, autonomous learning or learning outside the classroom has become a topic of considerable theoretical examination and discussion, particularly, within the field of foreign language learning. As an attempt to improve students' autonomous language learning, project-based learning (PBL) method has been introduced and become one of the most applicable methods in various foreign language learning environments. Thus, the present thesis aims at further investigating the role of PBL in foreign language teaching (FLT) as a means of stimulating autonomous learning in the faculty of foreign languages. Firstly, a thorough analysis of theoretical literature concerning the characteristics of autonomous learning, peculiarities of the PBL method and its previous implementation into the school and university environment is provided. Secondly, the evaluation of the impact of PBL on students’ autonomous language learning, their level of motivation, language skills and learning abilities is provided on the basis of a qualitative survey conducted at the Higher School of Economics in Moscow at the Faculty of foreign languages. The result of the research has proved the effectiveness of the PBL method in developing autonomous learning among HSE linguistic students.