ABSTRACT
This study examined how digital video projects fostered learner autonomy in synchronous and asynchronous learning. The participants were fifteen English Education students who joined the Academic Speaking course in one of the public universities in East Java Province, Indonesia. Data were collected using a questionnaire, interview technique, and journal log. The data were analyzed using descriptive statistics. The results showed that digital video projects in synchronous and asynchronous learning could foster students’ autonomy in the above-average category (N = 15, M = 3.92) and elevate students’ motivation (N = 15, M = 3.60). Thus, teachers should provide many activities to promote their autonomy regularly. Further researchers might continue investigating learner autonomy with larger samples or more instruments to gather more comprehensive data.
