EXPLORING AUTONOMOUS LEARNING STRATEGIES IN EFL STUDENTS' ESSAY WRITING THROUGH PROJECT-BASED LEARNING: CASE STUDY

This study explores the autonomous learning strategies used by EFL students in writing essays through the Project-Based Learning (PjBL) approach, as well as the challenges they experienced in developing their writing. Writing is one of the most complex productive skills for EFL learners, as it demands not only grammatical mastery but also critical thinking, creativity, and the ability to organize ideas coherently. In response, PjBL provides a collaborative, student-centered learning environment, while autonomous learning encourages students to take ownership of their learning process and outcomes. This research employed a qualitative case study design. Data were collected through semi-structured interviews with ten eleventh-grade EFL students from a senior high school in Bojonegoro who had engaged in essay writing projects using the PjBL approach. Thematic analysis was conducted to identify emerging patterns, learning strategies, and challenges from the interview data. The findings revealed that students employed various autonomous learning strategies, including phased planning, utilizing both book-based and digital resources, rereading and self-assessing their writing, collaborating with peers, and using feedback from teachers and peers. Students also stated that PjBL helped enhance their critical thinking and creativity. However, several challenges were reported, such as difficulty generating ideas, organizing content without teacher assistance, and maintaining motivation and confidence. In conclusion, integrating autonomous learning strategies with PjBL in essay writing fosters greater student independence, critical reflection, and collaboration when supported with appropriate guidance.