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| Luận văn tiếng Anh: | 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 Linguistics: 60 14 10 |
| Nhà xuất bản: | University of Languages and International Studies |
| Ngày: | 2012 |
| Chủ đề: | Phương pháp giảng dạy Tính tự chủ Kỹ năng đánh giá chéo Tiếng Anh |
| Miêu tả: | 88 p. + CD-ROM M.A. Thesis English Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012 In the past few decades, learners’ autonomy has become a highly – concerned issue that generated heated debates in the educational forums. In a context where the necessity of learning and knowledge has been widely acknowledged and lifelong learning is a global imperative, it is understandable why the importance of learners’ autonomy is gaining even more significance. Undoubtedly, one of the areas that have the greatest potential for adopting learner autonomy is writing. Writing has been considered central to the development of the language proficiency. The most pressing need of people learning another language is the ability to write because they need to have a pool of lexical items in order to express themselves. However, in most cases, they do not know how to master the writing skill by themselves. It seems, therefore, necessary that language learners should be given a method that helps them to promote their own autonomy during their writing process. Continuing this line of research, the purpose of the present study is to shed light on enhancing learner autonomy through peer assessment training for second – year mainstream students at Faculty of International Studies by seeking answers to three research questions related to the benefits of peer assessment in promoting learner autonomy, the drawbacks that peer assessment fails to promote and more importantly the reasons for these failure. In the first place, one lesson plan was established to induce the activities for developing learners’ knowledge and ability in assessing peer’s writing and writing development. Pre – test and Post – test were applied to measure the changes in subjects before and after learning how to do peer assessment through the schedule. After that, survey questionnaires were administered to study 20 students. Then, based on the results of the Post – test, seven participants who got marks ranging from low to high were selected to answer in interviews with the purpose of elaborating on students’ responses in the questionnaires and probing for more details from the students. The description of methodology employed in this study was followed by the findings and discussions presented in the fourth chapter. In the first place, in terms of the aspects that the training of peer assessment promoted in autonomous writing, it can be concluded that the implementation of peer assessment brought many benefits to second year FIS students in all three factors contributing to learner autonomy, namely learning strategies, attitude and motivation, and self – esteem. As the study moved into investigating some disadvantages that the application of peer assessment into writing did not still achieve, it is interesting to find out that they were much more influenced by objective factors affecting them such as lack of writing knowledge and critical thinking rather than subjective factors like their attitudes and motivation toward the benefits of peer assessment or their awareness of their own role in the evaluation process. Finally, conclusions and recommendations for students and teachers were offered with the hope to benefit not only researchers and teachers interested in autonomy and vocabulary, but also students by giving them a real situation of their learning and providing them some effective implications to enhance their autonomy in writing skill Electronic Resources |
| Kiểu: | text |
| Định dạng: | text/pdf |
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