A learner-centred foreign language curriculum for a large, diverse group of students? Yes, it is possible

In the reality of learner diversity and large enrolment, how can we effectively deliver a foreign language curriculum that is learner-centred and communicatively-based, and that fosters learner autonomy? This paper proposes a curriculum innovation in which a curriculum holds two major components: one of self-directed learning project and the other of any syllabus type of one’s choice. The paper describes and discusses a case study, which is a trial of the proposed curriculum, then further makes recommendations for successful implementation of such a curriculum. The project section of the proposed curriculum has four stages: the introduction stage where the concepts and benefit of the project are introduced to learners; the planning stage where the learners draw learning contracts; the monitoring stage where the learners monitor and modify their learning; and the assessment stage where the learners assess their own performance in accordance with their learning contracts.