LIST OF TABLES Table a- The merits of the PBL procedure in comparison to the traditional classrooms 7 Table b – The pre-test scores of both groups 43 Table c – The mean scores of the two groups on the test section 44 Table 1- Tests of Normality for experimental group 53 Table 2- Tests of Normality for control group 54 Table 3- Group Statistics on autonomy 54 Table 4- Independent Samples Test on autonomy 55 Table 5- Group Statistics for reading pre-test 56 Table 6- Independent Samples Test for reading pre-test 57 Table 7- Group Statistics for writing pre-test 57 Table 8 -Independent Samples Test for writing pre-test 58 Table 9- Group Statistics on speaking pre-test 59 Table 10- Independent Samples Test on speaking pre-test 61 Table 11- Group Statistics on listening pre-test 61 Table 12- Independent Samples Test on listening pre-test 62 Table 13- Group Statistics on reading post-test 63 Table 14- Independent Samples Test for reading post-test 63 Table 15- Table 9 Group Statistics for writing post-test 64 Table 16- Independent Samples Test for writing post-test 65 Table 17- Group Statistics on speaking post-test 66 Table 18- Independent Samples Test on speaking post-test 67 Table 19- Group Statistics on listening post-test 67 Table 20- Independent Samples Test on listening post-test 68 Abstract The present empirical research reports on the findings of a study that investigated the effects of Project Work on Language proficiency and autonomy level of Iranian Intermediate Learners in an EFL setting. The method of teaching and learning English language through Project works is a contrast to the current teaching of English in Iranian high schools. The researcher after implementing FCE exam as the pre-test to homogenize 250 female students of two high schools in district 4 Mashhad, chose 50 students as the participants of the study. They were divided randomly into two groups of experimental and control groups. Through 12 sessions of instruction in three months’ time students in experimental group went under different project works introduced by the researcher. At the same time the students in the control group were provided with five short stories as their reading comprehension assignments. In order to collect the required data, a Cambridge FCE proficiency test was employed by LIST OF TABLES Table a- The merits of the PBL procedure in comparison to the traditional classrooms 7 Table b – The pre-test scores of both groups 43 Table c – The mean scores of the two groups on the test section 44 Table 1- Tests of Normality for experimental group 53 Table 2- Tests of Normality for control group 54 Table 3- Group Statistics on autonomy 54 Table 4- Independent Samples Test on autonomy 55 Table 5- Group Statistics for reading pre-test 56 Table 6- Independent Samples Test for reading pre-test 57 Table 7- Group Statistics for writing pre-test 57 Table 8 -Independent Samples Test for writing pre-test 58 Table 9- Group Statistics on speaking pre-test 59 Table 10- Independent Samples Test on speaking pre-test 61 Table 11- Group Statistics on listening pre-test 61 Table 12- Independent Samples Test on listening pre-test 62 Table 13- Group Statistics on reading post-test 63 Table 14- Independent Samples Test for reading post-test 63 Table 15- Table 9 Group Statistics for writing post-test 64 Table 16- Independent Samples Test for writing post-test 65 Table 17- Group Statistics on speaking post-test 66 Table 18- Independent Samples Test on speaking post-test 67 این مطلب را هم بخوانید : این مطلب را هم بخوانید : Table 19- Group Statistics on listening post-test 67 Table 20- Independent Samples Test on listening post-test 68 Abstract The present empirical research reports on the findings of a study that investigated the effects of Project Work on Language proficiency and autonomy level of Iranian Intermediate Learners in an EFL setting. The method of teaching and learning English language through Project works is a contrast to the current teaching of English in Iranian high schools. The researcher after implementing FCE exam as the pre-test to homogenize 250 female students of two high schools in district 4 Mashhad, chose 50 students as the participants of the study. They were divided randomly into two groups of experimental and control groups. Through 12 sessions of instruction in three months’ time students in experimental group went under different project works introduced by the researcher. At the same time the students in the control group were provided with five short stories as their reading comprehension assignments. In order to collect the required data, a Cambridge FCE proficiency test was employed by the researcher as both pre-test and post-test. To check the autonomy level of the participants, a Learner Autonomy Questionnaire developed by Zhang and Li (2004, p. 23), was administered. At the end an interview was performed by the researcher to perceive the students’ ideas about the project work. Regarding the first hypothesis,” Project works do not have any significant effect on Intermediate Iranian EFL learners’ autonomy “, descriptive statistics of the autonomy questionnaire indicated that the mean of the autonomy level of the experimental group (M= 42.80) was higher than that of the control group (M= 26.76), therefor the hypothesis was rejected. The the researcher as both pre-test and post-test. To check the autonomy level of the participants, a Learner Autonomy Questionnaire developed by Zhang and Li (2004, p. 23), was administered. At the end an interview was performed by the researcher to perceive the students’ ideas about the project work. Regarding the first hypothesis,” Project works do not have any significant effect on Intermediate Iranian EFL learners’ autonomy “, descriptive statistics of the autonomy questionnaire indicated that the mean of the autonomy level of the experimental group (M= 42.80) was higher than that of the control group (M= 26.76), therefor the hypothesis was rejected. The