Project-based learning (PBL) has been believed beneficial for learner autonomy in that it requires learners to actively participate and take responsibility in the learning process. While interest and research in PBL is growing, few empirical studies have been found investigating the application of PBL in China, and fewer have explored large EFL classes in tertiary institutions. This article reports on a longitudinal study of promoting learner autonomy through a 5i (intriguing, informing, involving, interactive, and inspiring) Show project.

The study is conducted over an academic year in a Chinese university with six large non-English major classes (approximately 80 students in each). With preliminary findings from a questionnaire conducted among a larger number of students, data for this study is collected through reflective journals, photos and video recordings, semi-structured interviews, and a follow-up questionnaire. It is hoped that the project can have practical implications for both classroom teachers utilising PBL in similar contexts and researchers for further exploration in this area.