(LUẬN VĂN THẠC SĨ) Enhancing Learner Autonomy through Peer Assessment training – An Action Research

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THỊ NGỌC LỆ ENHANCING LEARNER AUTONOMY THROUGH PEER ASSESSMENT TRAINING AN ACTION RESEARCH TĂNG CƯỜNG TÍNH TỰ CHỦ HỌC TẬP THƠNG QUA VIỆC HUẤN LUYỆN KỸ NĂNG ĐÁNH GIÁ CHÉO NGHIÊN CỨU TÌM GIẢI PHÁP M.A THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2012 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THỊ NGỌC LỆ ENHANCING LEARNER AUTONOMY THROUGH PEER ASSESSMENT TRAINING AN ACTION RESEARCH TĂNG CƯỜNG TÍNH TỰ CHỦ HỌC TẬP THÔNG QUA VIỆC HUẤN LUYỆN KỸ NĂNG ĐÁNH GIÁ CHÉO NGHIÊN CỨU TÌM GIẢI PHÁP M.A THESIS Field: English Teaching Methodology Code: 60.14.10 HANOI – 2012 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS TABLE OF CONTENTS PAGES Acknowledgement i Abstract ii List of tables, charts, and abbreviations vii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and objectives of the study 1.3 Significance of the study 1.4 Methodology of the study 1.5 An overview of the rest of the chapter CHAPTER 2: LITERATURE REVIEW 2.1 Learner autonomy 2.1.1 Concept of learner autonomy………………………… 2.1.2 The importance of learner autonomy in learning 10 2.1.3 Components of Learner Autonomy 10 2.1.3.1 Learning strategies 10 2.1.3.2 Learning attitudes and motivation 13 2.1.3.3 Self – esteem 15 2.2 Peer Assessment 16 2.2.1 Definition of Peer Assessment 16 2.2.2 Advantages of Peer Assessment 17 2.2.3 Disadvantages of Peer Assessment…………………… 18 2.2.4 Training students for Peer evaluation………………… 20 2.2.5 Peer evaluation and the teacher………………………… 21 2.3 Writing 23 iv TIEU LUAN MOI download : skknchat@gmail.com 2.4 Previous studies on Peer assessment and Learner Autonomy 25 2.4.1 Review of related studies worldwide 25 2.4.2 Review of related studies in Vietnam 27 2.4.3 Literature gaps 28 CHAPTER 3: METHODOLOGY 3.1 Rationale for Action Research Design 30 3.1.1 Action Research 30 3.1.2 Design of the study 34 3.2 Participants…………………………………………………… 37 3.2.1 Sampling of Test and Questionnaire Phases…………… 37 3.2.2 Sampling of Interview Phase…………………………… 38 3.3 Data collection instruments 40 3.3.1 Questionnaires 40 3.3.2 Interviews 42 3.4 Procedure of data collection 43 3.3.1 Phase – Questionnaire 43 3.3.2 Phase – Interview 44 3.5 Data analysis 45 3.5.1 Phase – Questionnaire 45 3.5.1.1 Methods of data analysis 45 3.5.1.2 Procedure of data analysis 46 3.5.2 Phase – Interviews 46 3.5.2.1 Step 1: Transcribing the interviews 46 3.5.2.2 Step 2: Classifying the data 47 3.5.2.3 Step 3: Interpreting the data 47 v TIEU LUAN MOI download : skknchat@gmail.com CHAPTER 4: RESULTS AND DISCUSSION 4.1 Research question 48 4.2 Research question & 60 4.3 Discussion 67 CHAPTER 5: RECOMMENDATIONS 5.1 Learner – centered approach in writing 72 5.2 Metacognitive strategies in writing 75 CHAPTER 6: CONCLUSION 6.1 Major findings of the study 77 6.2 Expected outcomes and contributions of the study 79 6.3 Limitations of the study and suggestions for further study 80 REFERENCES APPENDICES Appendix 1: Questionnaire English version Appendix 2: Questionnaire Vietnamese version Appendix 3: Interview Questions - English version Appendix 4: Interview Questions - Vietnamese version Appendix 5: Transcription of Interview Appendix 6: Peer Evaluation Sheet Appendix 7: Samples of Writing vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES, CHARTS AND ABBREVIATIONS TABLES PAGES Table 1: A summary of the students‘ background………… 38 Table 2: Profiles of participants in phase two…………… 39 Table 3: Advantages of Peer Assessment………………… 51 Table 4: Disadvantages of Peer Assessment…………… 60 CHARTS Chart 1: Simple Action Research Model………………… 32 Chart 2: Detailed Action Research Model……………… 33 Chart 3: Results of Pre – Test and Post – Test…………… 48 Chart 4: Learning Strategies Related Benefits…………… 52 Chart 5: Attitude and Motivation Related Benefits……… 55 Chart 6: Self- esteem Related Benefits…………………… 56 ABBREVIATIONS USSH: University of Social Sciences and Humanities HULIS: Hanoi University of Languages and International Studies VNUH: Vietnam National University, Hanoi FIS: Faculty of International Studies EFL: English Foreign Language vii TIEU LUAN MOI download : skknchat@gmail.com CHAPTER 1: INTRODUCTION Introduction This initial chapter outlines the research problem and rationale for the study as well as its scope and significance More importantly, the aims and objectives are highlighted with three research questions to provide guidelines for the whole research Finally, the chapter concludes with an overview of the rest of the paper, serving as a compass to orientate the readers throughout the research 1.1 Identification of the problem and rationale for the study Learner autonomy has been a central theme in educational debate over the last thirty years In mainstream education, there has been a paradigmatic shift away from teacher-centred learning towards more individualized or participative models of the learning process, and trends in language teaching have mirrored the developments in mainstream educational practice (Nunan, 2000) In EFL, moves towards greater learner independence have been advocated for both practical and pedagogical reasons, with a view to offering greater flexibility of timetable and syllabus, while making learning more learner-centred, more motivating and more efficient (Dickinson, 1987) According to Benson & Voller (1997), ―learning is more effective when learners are active in the learning process, assuming responsibly for their learning and participating in the decisions which affect it‖ Furthermore, autonomous learning becomes increasingly necessary to university students as Malcolm and Rindfleisch (1998, p.2) have pointed out in their study ―students arrive at university with the potential to be autonomous in their learning‖ TIEU LUAN MOI download : skknchat@gmail.com It is clear that one of the areas that have the greatest potential for adopting learner autonomy is writing (McCarthy, 1990, p.129) In any educational settings, writing constitutes a very important factor As a productive skill, writing requires the learners to have profound knowledge to produce a standard written product Writing in general has a very important role in society (Tribble, 1996; Martin, 1985) However, writing is not as easy for the learners to acquire as the speaking skill It also takes a long time to have a habit of writing the targeted language and many learners have failed to master this skill This failure can be attributed to many reasons, one of which is possibly the attitudes and responsibility of students in practicing writing autonomously On the one hand, it is recently agreed among language teachers and researchers that making mistakes and committing errors are inevitable parts of learning a foreign language, especially in one productive skill like writing In the past, students often made assumptions that evaluations of their errors made by teachers are more accurate, which may not always be true (Orsmond & Merry, 1996) Falchikov and Goldfinch (2000) raised concerns about the potential bias of teacher assessment Since teacher assessment is not always the most valid method, it would be more appropriate to triangulate learning achievement via different sources such as peer assessment In other words, studying writing in their own by checking errors among peers is required for all learners Undoubtedly, peer assessment has received much attention in recent years due to the growing focus on learner independence and autonomy Despite the growing popularity of peer assessment, this idea is still novel to most English teachers and students in Vietnam where traditional assessment is still dominant Universities put emphasis on measuring learning achievement and knowledge through tests (i.e multiple-choice, essays, short-answer tests and the like) Alternative TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research assessment methods such as portfolios, interviews and journals are not widely used in language classrooms Besides this problem, students' grades are usually determined solely by the judgment of teachers In this case, the assessment culture is quite narrow in the sense that teachers not collect diverse sources of learning samples as some researchers (Huba & Freed, 2000; Shohamy, 1992) recommended and students have no say regarding their assessments In the research area, a relative large body of research has been done on learner autonomy, writing and peer assessment which can be named here as Nunan (2000), Dickinson (1987), Holec (1981), Trinh (2008), and so on However, a few of those have examined into the close relationship between peer assessment and autonomy in writing learning, and it seems that none leaves room for specific enquiring into the difficulties that students encounter when learning writing autonomously At the Faculty of International Studies, writing is often taught integrated with other international issues and the task of checking errors is left to students Therefore, the role of learner autonomy in learning writing is always put at one of the top goals in the course syllabus for FIS – USSH students However, the research interest among the university teaching staff and students has seemingly moved away from this field At the Department library where research papers in English are kept, no lecturers‘ research on peer assessment as well as writing skill can be found This fact has inspired and urged me to conduct this study in an attempt to explore the possibility of enhancing learner autonomy through peer assessment training The guiding hypothesis of this study is that training students in peer assessment would empower them in the learning process so that they can become independent learners who take responsibility for their own learning TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research Interviewer: Can you explain in more details the reasons why you always had trouble in such things? Hanh: This is a trouble when I have not enough knowledge in order that I can be confident to mark others‘ work I need a process to improve it Besides, my point of view is not really objective, opened when I affected by myself‘s writing Interviewer: What suggestions or recommendations have you had to solve your own problems in using peer assessment in developing autonomy in writing? Hanh: Firstly, I need improve my writing knowledge in order that I can give the exact comments and assessment Secondly, I need usually read many other writings to help my view to become more objective and comprehensive Finally, I need have specific, clear assessment criteria in writing before I perform this work Interviewer: Yeah, thank you very much for your truthful and detailed information for my study XXIX TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research APPENDIX Peer evaluation sheet Name: Group: Date submitted: Points to assess Topic sentence Main ideas Concluding sentence Unity Coherence Grammar Vocabulary The best thing of the paragraph Areas of improvement Corrector: Title of work: Self-assessment Peer-assessment Teacher assessment 10 Other comments Teacher‘s comment: XXX TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research Peer evaluation sheet Writer: Group: Title of work: Date submitted: Criteria Description Exceptional Controlling idea (CI)/ Topic Sentence (TS) & Concluding sentence Supporting ideas (SI) CI/ TS is clear, correctly placed and is restated in the concluding sentence Elaborating detail sentences Idea originality Sentence structures Mechanics and Grammar There are or more coherently – placed main ideas supporting the TS Each SI has enough and clear support SI are very interesting and original There is a great variety of sentence structures and no mistakes in punctuation There are no errors in grammar, capitalization and spelling Corrector: Points Commendable Acceptable Unsatisfactory CI/ TS is either un clear, or incorrectly placed and is restated in the concluding sentence There are 2main coherently – placed ideas supporting the TS Details are either a little not enough or not clearly explained There are some interesting and original ideas There is an overuse of complicated structures, some misused sentence structures ; or mistakes in punctuation There is or errors in grammar, capitalization and spelling errors CI/ TS is unclear & incorrectly placed and is restated in the concluding sentence There is 1ununified SI, a few more transitional words are needed Details are not enough for all SI, but are stated clearly SI and details are normal CI/ TS is unclear, incorrectly placed and isn‘t restated in the concluding sentence There are few evidences that SI support the TS Vocabulary All the words are used correctly There are or wrong words or wrong form of words Legibility Legible handwriting, typing or printing Marginally legible handwriting, typing or printing There are many wrong or imprecise sentence structures, quite many mistakes in punctuation There are quite a few errors in grammar capitalization and spelling There are quite many wrong words and wrong forms of words, which shows carelessness Writing is not legible in places /10 /10 There is too little or poor supporting details for SI SI and details are boringly copied from other sources Almost all sentences are single, and there are many mistakes in punctuations /10 /5 /10 There are a lot of errors in grammar, capitalization and spelling /10 There are a lot of errors in using words, which shows both carelessness and weaknesses Writing is illegible /10 /5 TOTAL: /70 Teacher‘s comments: XXXI TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research APPENDIX Samples of Writing Sample Parallelism Parallelism/ Fragment XXXII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research Sample Fragment Parallelism XXXIII TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research (LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research(LUAN.VAN.THAC.SI).Enhancing.Learner.Autonomy.through.Peer.Assessment.training.–.An.Action.Research Sample XXXIV TIEU LUAN MOI download : skknchat@gmail.com 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