Project-based learning (PBL) is based on the idea that students learn by experiencing and solving real world problems. Students, as a team, investigate a complex question, problem or challenge as an extension of what has already been learned in class in this extended process of inquiry and present a project. As it requires authentic use of language in order to communicate with group members, class mates and the teacher, PBL can be very useful in EFL (English as a Foreign Language) program if the “voice and choice” of the students are developed through carefully planned and managed instructional benchmarks. This research was conducted to investigate the opinions of the English prep school students about the Project Based Learning implementation they were involved in at the School of Foreign Languages at Selçuk University in Konya, Turkey, in 2011-2012 academic year. The case study, one of the descriptive qualitative research models, was used as a method in the study. 50 randomly selected prep class students participated in the study voluntarily. The data were gathered through face to face interviews and a semi-structured form with 6 open ended questions. The findings revealed that Project Based Learning could be used as a means to guide learners advance towards autonomous learning. It was also noteworthy that formative assessment should take place in the learning environment as involving learners in their own assessment will help them see their strengths and weaknesses.
Project-Based Learning, autonomous learning, EFL