(SKKN mới NHẤT) USING PROJECT WORK AS a SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES

TEACHING INNOVATION USING PROJECT WORK AS A SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES Scope: Theory and Methodology of Teaching English TIEU LUAN MOI download : skknchat@gmail.com SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT HÀ HUY TẬP TEACHING INNOVATION USING PROJECT WORK AS A SUPPLEMENT TO PROMOTE 11TH GRADERS’ AUTONOMY IN ONLINE CLASSES Scope: Theory and Methodology of Teaching English TÁC GIẢ : NGUYỄN THỊ BÍNH CAO THỊ THU HỒI TỔ : VĂN –NGOẠI NGỮ Năm học: 2021-2022 Số điện thoại: 0963003757 - 0914529015 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS I- INTRODUCTION Rationale 2 Aims of the study 3 Objects of the study Methods of the study .3 Schedule II- CONTENTS OF THE STUDY Theoretical background Practical background Using project work as a supplement in teaching Tieng Anh 11(new version) Results of applying PBL in ELT, English text book 11, new version 29 Conclusions and suggestions 36 REFERENCES 38 TIEU LUAN MOI download : skknchat@gmail.com I- INTRODUCTION Rationale The SARS-CoV2 virus has threatened the activity of high schools, colleges and universities, which is why the issue of whether or not to continue teaching and learning has been raised, provided that the health of students and of education staff is protected Educational institutions preferred to close traditional (face-to-face) teaching activities, including laboratories, and transferred teaching activities to the online environment in order to prevent the spread of the virus Forcibly moving educational activity to the online environment allows for flexibility in teaching and learning because courses are easily accessed Therefore, it is very difficult for teachers to monitor the learning process and the progress of students Or if so, it will take more time than usual On the other hand, teachers' roles today are considerably different than they used to be Their job is to counsel students, help them learn how to use their knowledge and integrate it into their lives so they will become valuable members of society That is why there is a high risk that formal education may affect learners’ autonomy (making their own learning decisions) due to the fact that students tend to be passive and likely just what they are required to without commenting what teachers implement in classes As the theory and practice of language teaching enters a new century, the importance of helping students become more autonomous in learning has become increasingly prominent To its critics, autonomy is an idealistic goal and its promotion a distraction from the real business of teaching and learning languages Autonomy is like a precondition for effective learning; when learners succeed in developing autonomy, they not only become better language learners but they also develop into more responsible and critical members of the communities in which they live The idea behind the project was to foster learners’ autonomy through the application of cooperative work, allowing each student to be responsible for specific tasks and, in general, to take charge of her/his own learning process As teachers and researchers who have been involved with the promotion of the idea of autonomy for a number of years, we decided to choose the topic: “Using project work as a supplement to promote 11th graders’ autonomy in online classes” due to the following reasons: Firstly, improving autonomous learning in students is considered as the key method to insure students’ learning process in the context of learning from far distance Secondly, autonomy is a legitimate and desirable goal of language education The concept of autonomy is grounded in a natural tendency for learners to take control over their learning Autonomous learning is more TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES effective than non-autonomous learning In other words, the development of autonomy implies better language learning Finally, project work has numerous positive effects on critical thinking, motivation and engagement As we learn more about how the brain works and how humans acquire information, we are slowly tweaking our framework for learning Providing projects can drive students to encounter and struggle with useful, real-world content knowledge that they could apply to a variety of tasks Aims of the study This paper endeavors to demonstrate the value of project work in promoting learners’ autonomy in ELT in general and English teaching in particular Therefore, my theme focuses on making clear about some issues below: - What are the most difficult tasks to increase students’ interest in doing a project? - What are the most significant remains of making project work? Objects of the study The research scope includes the three classes, namely class 11A1,11A2 and class 11D1 at Ha Huy Tap High School, Nghe An province They are selected to be the participants of the study, all of them have fulfilled English text book 10 in the previous school year Methods of the study This study illustrates the findings of an action research developing learners’ autonomy through project work It was conducted at Ha Huy Tap High school in Vinh city with secondary students The instruments for data collection were journal, oral interviews, and video recordings The results revealed that learner autonomy could be developed by means of cooperative work in order to achieve common interests and support each other Furthermore, students also are expected to display self-regulation by learning strategies, as well as enhance intrinsic motivation in order to achieve leaning goals In order to this kind of action research, we must make some attempt to foster autonomy among the learners we work with In doing so we will frequently find ourselves in a position where we are able, through careful observation and analysis of empirical data, to contribute to theory The qualitative methodology was employed to collect an amount of information, compare, and then, analyse data By using the combination of these methods, the study will make clear the questions in this topic, and reach effectively the targets of the essay with 134 respondents who are the students in class 11A1,11A2 and 11D1 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES 5.Schedule In order to evaluate the practicality and validity of project work in improving students’ autonomy, I would follow the subsequence steps: a Before applying this method: - Interview students to give their timetable doing tasks by themselves - Ask students that have they ever make target to acquire in the near future? b While applying this method: We intend to give students proper project tasks of some units in Tieng Anh 11 c After applying this method: In the post stage of doing the study, we would like to re-ask the initial questions to see the advancement as well as the progress in self-active learning II- CONTENTS OF THE STUDY Theoretical background 1.1 The concept of autonomy Discussions on autonomy are often characterised by misconceptions about the nature of the concept and its implementation For example, autonomy is assumed to imply learning in isolation, learning without a teacher or learning outside the classroom However, the concept of autonomy in language learning is relevant to the practice of language education and often seen as necessarily implying particular skills and behaviours and particular methods of organising the teaching and learning process 1.2 Nature of LA Learner autonomy (LA) is a complex concept which embraces diverse facets related to language teaching such as teachers, learners, training facilities and learning purposes, and the educational context (Benson, 2001) Therefore, LA is interpreted in different ways since Holec (1981, p.3, cited in Benson & Voller, 1997) first defined it as “learners’ ability to take charge of their own study,” which involves making decisions about learning objectives, defining the content and learning process, choosing learning strategies, implementing and mangaging their learning, and self- evaluating It is also defined as the capacity for critical thinking, decision-making and independent actions (Little, 1991), the status or situation in which learners take full responsibility for all decisions related in their education and execute those decisions (Dickinson, 1995), or learners’ identification of their needs and goals, and work to meet their needs and achieve their goals (Dam, 1995) Such definitions identify the multiple-dimension nature of LA First, it includes learnable skills such as independent working, critical thinking, decision TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES making, and collaboration (Benson & Voller, 1997) These skills can be acquired either naturally and unintentionally or through training (Dickinson, 1995) Second, LA entails self-control and self- responsibility of learning activities, which can be completely independent from the teacher, or the school; in this respect, LA depends upon the different learning conditions although it is the property of human, not that of learning environments (Dick- inson, ibid.) For LA to develop, the learning environment must allow a certain level of freedom in learning activities (Benson, 2007) This relates to learner control of learning, i.e students are allowed to participate in decisions and choices relating to learning objectives, methods of teaching and learning materials in the classroom The concept also has a social attribute, which means skills and attitudes related to social interaction which allow learners to work collaboratively (Benson, 2001) 1.3 The importance of LA Learner autonomy (LA) plays an essential role in language education since it can help promote learning achievements, especially during the SARS-CoV2 time To this end, various approaches to developing LA have been put forward, and project-based learning claimed to develop learner autonomy (Skehan, 1998) has been documented as an approach which could develop autonomous learning skills and foreign language skills This is why project work has been integrated into foreign language education In this study, project work was used as the central tasks and contents for teaching and learning This current paper reports the results of using project work as a supplement to to promote 11th graders’ autonomy in online classes 1.4 Promoting LA by project work There are multiple ways to promote LA Ikonen (2013) summarizes six approaches to promoting LA These include resource exploitation and use of technology for self-study; study skills; allowing decision making in the classroom; granting learners the right to participate in lessons; and promotion of teacher autonomy The five pedagogical principles of Dam (2011), however, could be applicable in the classroom They involve providing learners with choices for learning contents and activities; providing clear guidelines and expectations to facilitate self-responsibility; focusing on learning process, and not transmitting knowledge; creating authentic communication and actions in the classroom; and encouraging learners to reflect on their learning Such conditions can be optimized through project activities as applied in this current study The position and nature of a project is an important issue In fact, proposals labeled as project-based learning take project work as the centre for teaching and learning activities and contents (Fragoulis, 2009) Through conducting projects, learners construct their knowledge Some basic features identify the nature and role of project work in project- based learning These include: TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES 16 N H.Dung (2003), Phương pháp dạy tiếng Anh trường phổ thông, Viet Nam Education Publishing House 17 Sawsan, N (2014) Automaticity and Second Languages In the Handbook of Second Language Acquisition Oxford: Blackwell Publishers 18 Skehan, P.,1998 A cognitive approach to language learn- ing Oxford: Oxford University Press 324 pages 19 Vygotsky, A (1978) Communicative Competence: In Communicative competence in foreign language learning and teaching Aarhus: Department of English Webliography: Project-Based Learning, Edutopia, 2016, March 14 Retrieved from https://www.edutopia.org/project-based-learning https://www.english-online.at https://azota.vn/ https://padlet.com/ https://quizizz.com/ https://forms.google/ 44 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES APPENDIX 1: QUESTIONNAIRE This questionnaire is designed for research purposes only and is done on an anonymous basis All the information will be kept confidential Your assistance in completing the survey is appreciated Work as quickly as you can without being careless Thank you very much for your cooperation! I PERSONAL INFORMATION Full name: (optional)……………………………………………… Age: ……………………………………………………………… Gender: Where you come from? Male:  Female:  Rural areas:  Urban areas:  How long have you been learning English? II QUESTIONS Each statement is based on your experience to complete the chart There is no right or wrong answer All your answers will be confidential and will be utilized for research only Your opinion is very significant for this research Based on your experience, please check the most appropriate answer to each statement Strongly Disagre e Disagree Neutral Agre e Strongly Agree 1.I think I can comprehend English better when doing project 2.I think I have the confidence to overcome difficulties while some learning 3.I think collaboration with my classmates helps to improve my command of English 45 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES 4.In addition to the given assignments by the teacher, I have a clear plan to prepare lesson extensively on my own 5.Outside of class, I make the most practise English 6.I like trying new techniques and applying technology while crediting the project presentation 7.It is encougeous for me to put newly learned English techniques into practice 8.I can consciously apply effective strategies to enhance my English 9.I can consciously monitor the usage of autonomy in learning 46 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES APPENDIX 2: PRE-TEST Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the questions One of the seven wonders of the ancient world, the Great Pyramid of Giza was a monument of wisdom and prophecy built as a tomb for Pharaoh Cheops in 2720 B.C Despite its antiquity, certain aspects of its construction make it one of the truly great wonders of the world The thirteen-acre structure near the Nile River is a solid mass of stone blocks covered with limestone Inside are a number of hidden passageways and the burial chamber for the Pharaoh It is the largest single structure in the world The four sides of the pyramid are aligned almost exactly on true north, south, east, and west – an incredible engineering feat The ancient Egyptians were sun worshipers and great astronomers, so computations for the Great Pyramid were based on astronomical observations Explorations and detailed examinations of the base of the structure reveal many intersecting lines Further scientific study indicates that these represent a type of timeline of events – past, present, and future Many of the events have been interpreted and found to coincide with known facts of the past Others are prophesied for future generations and are currently under investigation Many believe that pyramids have supernatural powers, and this one is no exception Some researchers even associate it with extraterrestrial beings of the ancient past Was this superstructure made by ordinary beings, or one built by a race far superior to any known today? The word “intersecting” in paragraph is closest in meaning to A crossing B aligning C observing D cutting What the intersecting lines in the base symbolise? A Architects' plans for the hidden passages B Pathways of the great solar bodies C Astrological computations D Dates of important events taking place throughout time The word "prophesied” in paragraph is closest in meaning to A affiliated B precipitated C terminated D foretold Extraterrestrial beings are A very strong workers B astronomers in the ancient times C researchers in Egyptology D living beings from other planets What is the best title for the passage? A Symbolism of the Great Pyramid B Problems with the Construction of the Great Pyramid C Wonders of the Great Pyramid of Giza D Exploration of the Burial Chamber of Cheops 47 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES KEY: 1.A D 3.D 4.D 5.C APPENDIX 2: POST-TEST The ruined temples of Angkor are perhaps one of the mast impressive Seven Wonders of the World Located in modern day Cambodia near Lake TonIe Sap, the largest freshwater lake in Asia, Angkor was the seat of power for the Khmer Empire from the ninth to the fifteenth century The ruins of Angkor are d9cumented as same of the mast impressive ones in the world, rivaling the pyramids of Giza in Egypt Why this mighty civilization died out is a question that archeologists are now only beginning to ponder The answer, it turns out, may be linked with the availability of fresh water One possible explanation far the downfall of the Khmer Empire has to with the inhabitants' irrigation system The temple and palaces of Angkor were constructed around a series of artificial reservoirs and canals which were annually flooded to capacity by the Mekong River Once filled, they were used to irrigate the surrounding rice patties and farmland during the course of the year Farmers were completely dependent upon the water for their crucial rice crop Without consistent irrigation, the farmers would have been unable to maintain functional crop production Scientists speculate that toward the end of the Khmer Empire the hydraulic systems of the reservoirs and canals broke down The construction of hundreds of sandstone temples and palaces required an enormous amount of physical labor In addition, as the capital of the Khmer Empire, Angkor contained upwards of one hundred thousand people who resided in and around Angkor In order to feed so many people, the local farmers were driven to grow food quicker and more efficiently After centuries of continual use, the irrigation system was pushed beyond its capacity Soil erosion, nutrient depletion, and the loss of water led to decrease in the food supply With less food available, the people of Angkor slowly began to migrate to other parts of Cambodia thus leaving the marvelous city of Angkor to be swallowed by the jungle Therefore, it is speculated that the Khmer Empire may have fallen victim to its own decrepit infrastructure What is the passage mainly about? a Modern day agricultural procedures in Cambodia b A possible explanation for the, decline of a civilization c The essential role water plays in farming d Religious temples of the ancient Khmer Empire The passage preceding the passage most likely discusses a architecture of ancient Asian civilization 48 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES b religious practices of the people of Angkor c the form of government practiced by the Khmer Empire d the other six wonders of the world According to the passage, Lake Tonle Sap in Cambodia a is an enormous fresh body of water in Asia b was unable to supply enough fish for the people of Angkor c became polluted due to a population explosion d is one of the Seven Wonders of the World Why does the author mention the hydraulic systems of the reservoirs? a They supplied irrigation from the Indian Ocean b They became non-functional due to overuse c They were destroyed by nearby warrior tribes d They helped transport the sandstones for constructing temples 5.All the following are mentioned as events that can affect food supply EXCEPT a erosion of soil b contamination of soil c reduction of nutrients d loss of water supply KEY: 1b 2d 3a 4b 5b 49 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES APPENDIX 3: POST-TEST2 Read the passage carefully, then choose the correct answer Taj Mahal, a mausoleum in Agra, India, regarded as one of the most beautiful buildings in the world The Mughal emperor Shah Jahan had it built in memory of his wife, Arjumand Banu Bagam, known as Mumtaz Mahal (Persian for "Elect of the Palace"), who died in 1631 Building commenced about 1632 The mausoleum was complete by about 1643 and the surrounding complex of buildings and gardens was complete by about 1653 Situated on the southern bank of the Yamuna River, the white marble mausoleum is composed of four identical facades, each containing a large central arch 33 m (108 ft) high A large bulb-shaped dome, over 73 m (240 ft) tall, rises over the center, with four smaller domes surrounding it The building is raised on a square podium with a minaret at each corner It is flanked by two red sandstone buildings-a mosque and its replica, the Jawab (Answer), a building of which the main function is visual balance Visitors approach the Taj Mahal through an imposing red sandstone gate, decorated with inscriptions from the Muslim holy book, the Qur'an (Koran) The gate and accompanying walls also contain a vast, geometrically laid out garden, 305 m (1,002 ft) on each side The enclosed garden, itself a Muslim symbol of paradise, is centered on a large, raised pool Canals divide it into four equal parts, each containing flower beds, fountains, and cypress trees (symbols of death) Inside the Taj Mahal, the tomb of Mumtaz Mahal stands at the center of an octagonal hall, while the slightly larger tomb of Shah Jahan, who died in 1666, is off to one side Both are elaborately carved and inlaid with semiprecious stones, illuminated by sunlight filtering through an elaborately carved marble screen that is also studded with jewels What is the Taj Mahal? a A temple b A monument c A tomb d A shrine Which of the following is not true? a The Taj Mahal was built by the Mughah emperor Shah Jahan b It took approximately 20 years to complete the mausoleum c The front of the building is similar in all sides d The mausoleum has four domes around it The word 'minaret' in line 11 is closest in meaning to a tower b mosque c altar d statue The Jawab 50 TIEU LUAN MOI download : skknchat@gmail.com (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES (SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES(SKKN.moi.NHAT).USING.PROJECT.WORK.AS.a.SUPPLEMENT.TO.PROMOTE.11TH.GRADERS’.AUTONOMY.IN.ONLINE.CLASSES