INTRODUCTION
BACKGROUND OF THE STUDY
The rapid growth of economic globalization has led to a heightened demand for English language learning, recognized as a vital means of global communication Consequently, researchers have shifted their focus from teaching methods to learner development, emphasizing the importance of learner autonomy in language education Over recent decades, learner autonomy has emerged as a key concept, believed to enhance motivation and improve learning outcomes Numerous studies have explored various dimensions of learner autonomy, with a significant emphasis on strategies to foster it within classroom settings.
From a constructivist perspective, students can effectively build and enhance their knowledge only when they take responsibility for their own learning (Grabinger and Dunlap, 1995, as cited in Naley, 2014) To foster autonomous learning, teachers must transition from traditional authoritative roles to becoming facilitators and guides Collaborative activities, such as peer feedback in writing, emphasize learner-centeredness and have been shown to enhance learner autonomy (Puspasari and Hudayani, 2018) In these peer feedback processes, students engage actively by taking on various roles in giving and receiving feedback, while teachers shift their focus from control to guidance, acting as counselors in the classroom.
The advancement of technology has significantly enhanced Computer Assisted Language Learning (CALL), fostering learner autonomy (Benson, 2011) Research indicates a strong connection between online learning activities and the promotion of learner independence Online discussion platforms empower students by shifting authority from teachers to learners, thereby creating valuable opportunities for engagement and self-directed learning.
Online learning fosters positive outcomes in reflective and collaborative dimensions, as highlighted by Eneau and Develotte (2012) Additionally, Anwar Ibrahim (2004) emphasizes that this mode of education encourages learners to take greater responsibility for their learning, leading to increased motivation and self-evaluation.
Learner autonomy is crucial for effective language learning, with learner-centered and online activities significantly contributing to its development Collaborative learning activities, such as peer feedback on online platforms, can enhance learner autonomy Demonstrating a positive relationship between online peer feedback and autonomy may encourage teachers to design more effective writing activities for their students.
RATIONALE OF THE STUDY
Learner autonomy is crucial in English language education, as it significantly impacts the success of the learning process According to Scharle & Szabo (2000), while teachers can create conducive learning environments, true progress relies on students' willingness to engage and adopt a responsible attitude Research by Little (2004) suggests that autonomous learners are more likely to achieve their educational goals Consequently, fostering independence and autonomy in language learners has emerged as a primary objective for educators globally.
In Vietnam, the traditional teacher-centered approach has dominated education, with teachers viewed as the primary source of knowledge and focusing primarily on preparing students for final exams (Nguyen, 2014) This method often results in passive students who lack motivation for self-study However, recent educational reforms have shifted attention towards fostering learner autonomy, sparking interest among teachers, educators, and researchers in developing strategies to help students become more confident and independent learners.
In today's educational landscape, students are increasingly expected to engage actively in their learning and develop independent study habits However, autonomy in formal classroom settings does not come naturally to all students Therefore, it is essential for teachers to foster an environment that encourages students to practice and enhance their autonomy, aligning with modern teaching and learning innovations.
Learner autonomy has emerged as a crucial aspect of language learning, gaining significant attention from Vietnamese researchers in recent years, particularly with the implementation of credit-based systems in education that promote student freedom in learning (Dang, 2010) Through teaching communication English courses at various English centers, it has become evident that writing poses the greatest challenge for learners, necessitating a high degree of autonomy for successful teaching and learning Several factors contribute to the low quality of writing instruction; notably, students in these courses, primarily university and high school students, often exhibit passive learning behaviors due to the teacher-centered approach prevalent in their previous education Despite recognizing the importance of English skills for their future careers, their demanding schedules frequently hinder their ability to engage in English learning, leading them to depend heavily on their instructors for improvement.
Teaching writing skills at English centers often leads to poor outcomes, as many learners struggle to complete their writing assignments Typically, students are required to draft their work during or after class and submit it for feedback, but some neglect these tasks entirely Additionally, excessive focus on errors can demotivate students, especially when they receive papers marked heavily in red ink This approach not only affects student motivation but also increases the teacher's workload, as providing constructive feedback becomes a significant burden.
Teachers often find providing feedback on student writing to be time-consuming and exhausting, which can diminish its effectiveness To address this issue, the researcher explores whether peer feedback activities can boost student motivation in writing, promote learner autonomy, and alleviate teachers' workloads.
Peer feedback significantly enhances teaching and learning in writing by fostering student engagement and reducing reliance on teachers (Hyland, 2000; Yang et al., 2006; Kulsirisawad, 2012) Research indicates that it not only improves writing skills (Dira Thokwane, 2011; Kurihara, 2017; Stayzer, 2017) but also promotes learner autonomy (Tamjid & Birjandi, 2011; Puspasari & Hudayani, 2018; Shena et al., 2020) The rise of technology allows for online peer feedback, which can address some limitations of traditional face-to-face methods (Nilay, 2012; Silihwarni, 2012; Abdullah, 2015) Therefore, a mixed-methods study on the effectiveness of online peer feedback could provide valuable insights into enhancing learner autonomy in writing classes.
AIMS OF THE STUDY
The research will be conducted with the participation of 12 high school students at Bee English Centre in Quang Ngai city, Quang Ngai province with the aims to:
(1) explore the perceptions of leaners of how online peer feedback contribute to autonomy of learning;
(2) explore possible challenges of conducting online peer feedback to enhance learner autonomy.
RESEARCH QUESTIONS
In order to achieve the above aims of the study, three following questions are raised:
1 What are perceptions of L2 language learners of how online peer feedback contribute to autonomy of learning?
2 What are possible challenges of conducting online peer feedback to enhance learner autonomy?
SIGNIFICANCE OF THE STUDY
This study investigates the impact of online peer feedback on enhancing adult learners' autonomy in English writing The findings aim to improve writing pedagogy by addressing challenges associated with teacher feedback Additionally, the research highlights the significance of fostering learner autonomy in second language acquisition and emphasizes the advantages of peer feedback in developing writing skills.
STRUCTURE OF THE THESIS
The thesis consists of 5 chapters including Chapter 1 (Introduction), Chapter 2 (Literature Review), Chapter 3 (Methodology), Chapter 4 (Research findings and discussion),
Chapter 1 (Introduction) presented the statement of the problem, the purpose of the research, the research questions, and the significance of the research and the structure of the research
Chapter 2 (Literature Review) attempts to clarify the term of learner autonomy and online peer feedback It also introduces the theoretical background and the role of online peer feedback in the development of learner autonomy This chapter also concludes a brief summary of the studies and their implications for the use of peer feedback in EFL writing classes
Chapter 3 (Methodology) starts with research questions, then focuses on the research method which describes the research design and proceudures, the participants and the materials used in the study A detail description of the instrument for data collection is folloed by an explanation of how data were analyzed
Chapter 4 (Finding and Discussion) reveals the results of the questionnaire, the interview and the observation, then the analysis of the findings and the discussion in the correlation with prior related studies
Chapter 5 (Conclusion) presents a summary of major findings and a discussion of implications, limitations, and suggestions for further studies.
LITERATURE REVIEW
LEARNER AUTONOMY
Learner autonomy is rooted in various theoretical frameworks, with the Social Constructivist Theory and Adult Learning Theory being particularly significant The Social Constructivist Theory aligns closely with the principles of learner autonomy, while Adult Learning Theory serves as its foundational basis (Benson).
Social constructivist theory, founded by Vygotsky (1978), posits that learning occurs through social interactions, emphasizing that knowledge is constructed within a social environment This theory highlights the significance of collaborative learning, where students engage with each other and their teachers, fostering knowledge construction (Vygotsky, 1998) In this process, learners actively construct knowledge, while teachers serve as organizers, guides, and assistants (Wang, 2014) Furthermore, Thanasoulas (2000) asserts that social constructivism encourages self-directed learning, which is essential for promoting learner autonomy.
Adult learning theory, developed by Knowles (1980), significantly influences learner autonomy theory by highlighting how adult learners acquire knowledge differently than children It emphasizes the importance of self-directed learning, where learners are responsible for planning, constructing, and conducting their own educational experiences, including setting their own goals and determining the content of their learning (Little, 2007) Benson (2011) posits that learner autonomy naturally emerges from self-directed learning practices, where learners define their own objectives, monitor their progress, and evaluate their outcomes.
This study is grounded in Social Constructivist Theory and Adult Learning Theory, highlighting the importance of socialization and collaborative learning Social Constructivist Theory emphasizes the role of peer interactions, as seen in online feedback activities where learners work together to provide constructive critiques on each other's essays This collaborative process fosters learner autonomy, essential for adult learners who aim to improve their writing skills Consequently, the study encourages these adult learners to adopt self-directed learning strategies to enhance their writing abilities and achieve their educational goals.
2.2.2 The definition of learner autonomy
In the early 1970s, learner autonomy was introduced and developed at the Centre de Recherches et d'Applications Pédagogiques en Langues (CRAPEL) at the University of Nancy, France Since then, it has garnered significant attention from researchers globally, particularly in the realm of language learning Despite its importance, a standard definition of learner autonomy remains elusive due to varying interpretations by scholars, ongoing debates within the research community, and diverse approaches to the concept in different contexts Holec, the former director of CRAPEL, was instrumental in pioneering the definition of learner autonomy.
Learner autonomy is defined as the ability to take charge of one's own learning, which encompasses holding responsibility for all decisions related to the learning process (Li, 2015; Holec, 1981) This concept includes key aspects such as setting learning targets, identifying relevant content, selecting suitable methods, monitoring progress, and assessing outcomes.
Little (1991) expands on Holec's definition of learner autonomy by incorporating a psychological dimension, emphasizing that it involves the learner's ability to engage in critical reflection, decision-making, and independent action (Saleema, 2017) Both definitions highlight the learner's capacity to take charge of their learning process, including what, how, and why to learn However, while Holec focuses on the ability for independent learning, Little underscores the importance of awareness gained through critical reflections on one's own educational journey.
Learner autonomy emphasizes the active role of students in the learning process, but it is not simply self-study According to Dickinson (1994), learner autonomy is not about unrestrained behavior, the physical environment of learning, or a threat to teachers' roles Instead, it involves a willingness to take responsibility for all decisions related to one's own learning Dickinson defines learner autonomy as both an attitude towards learning and the capacity for independent learning, where attitude reflects the readiness to make responsible choices about learning objectives, methods, materials, and activities.
In the line with Dickinson, Dam (1995), Littlewood (1996, as cited in Xu, 2015) and Benson (2006) propose that learner autonomy refers to learners’ ability and willingness to
Autonomous learning involves making independent choices, driven by motivation and confidence, as highlighted by Littlewood (1996) Additionally, Dam (1995) emphasizes the importance of learner interaction during the learning process, while Benson (2006) asserts that effective autonomous learners must also possess the ability to collaborate with others.
Learner autonomy remains a concept without a universal definition, but it typically encompasses four key factors: metacognitive (setting learning goals, selecting content and methods, monitoring progress, and evaluating outcomes), cognitive (individual capacity), affective (attitude, motivation, and confidence), and social (collaboration with others) Trinh (2005) defines learner autonomy as the ability of learners to manage their cognitive, metacognitive, affective, and social learning processes This definition serves as the foundation for the current study.
The concept of learner autonomy has evolved due to differing interpretations, leading to changes in its dimensions over time To fully grasp learner autonomy, it is crucial to recognize its key components and dimensions.
Holec (1981) defines learner autonomy as the ability to independently manage one's learning through essential skills such as goal-setting, planning, monitoring, and evaluating He identifies three key dimensions of learner autonomy: planning, monitoring, and evaluating O'Malley and Chamot (1990) describe these dimensions as components of metacognitive strategies, which involve activities that help learners make informed decisions, organize, and effectively manage their learning processes.
According to Little (1991), learner autonomy encompasses metacognitive strategies, including the planning, monitoring, and evaluation of learning activities Additionally, she emphasizes the cognitive aspect of learner autonomy, highlighting the importance of awareness in the learning process.
According to Little (1991), cognitive process inside learner’s brain regulates their behaviors in the process of managing their learning
Littlewood (1996) identified that learner autonomy is fundamentally composed of two key components: learning ability and willingness Learning ability encompasses the necessary knowledge and skills to make informed choices and implement them effectively In contrast, willingness involves the motivation and confidence needed to take responsibility for these choices By incorporating motivation and confidence, Littlewood highlighted the importance of affective factors in understanding learner autonomy.
Benson (2001, as cited in Benson 2011) proposed a comprehensive definition of learner autonomy that encompasses three key dimensions: control over learning management, which involves the metacognitive strategies learners use for planning, organizing, and evaluating their learning; control over cognitive processes, reflecting the ability to manage essential cognitive functions in the learning journey; and control over learning content, highlighting the learner's capacity to choose their own learning material While Benson addressed the metacognitive and cognitive aspects of autonomy identified by Holec (1981) and Little (1991), he overlooked the significance of affective factors in learner autonomy.
ONLINE PEER FEEDBACK
Since the introduction of collaborative learning in language teaching, there has been an emphasis on collaboration between students during the writing learning process (Kurihara,
Since 2017, the teaching of writing has evolved from emphasizing final products to prioritizing the writing process itself Consequently, peer feedback has gained prominence as a vital tool in writing instruction, facilitating collaborative improvement among students during the writing process.
Peer feedback, frequently associated with terms like peer response, peer review, peer evaluation, peer editing, and peer assessment, is defined as a collaborative process where students provide comments on each other's work, as outlined by Nelson and Murphy in 1993.
Encouraging students to revise their drafts is essential for improving their writing skills Zhu (2001, as cited in Hu, 2002) clarifies the peer feedback process, describing it as a collaborative activity where students read, critique, and provide constructive feedback on each other’s work Liu and Hansen further emphasize the importance of this collaborative approach in enhancing writing proficiency among peers.
In 2002, the significance of students in peer feedback was highlighted, recognizing them as valuable sources of information and collaborators This process allows students to take on the roles of teacher, tutor, or editor as they provide written and oral critiques on each other's drafts, fostering a collaborative learning environment.
Peer feedback is a collaborative process where students work in pairs or groups to share their writing and offer constructive comments for improvement This method emphasizes the importance of peer interactions in enhancing writing skills, allowing for valuable insights and suggestions.
Peer feedback is widely recognized in educational literature as a collaborative process that enhances writing skills It allows students to assume the role of teachers by reading, critiquing, and providing constructive feedback on each other's writing This reciprocal exchange fosters improved writing outcomes and emphasizes the importance of peer interaction in the writing process.
2.2.2 The definition of online peer feedback
In today's technological era, integrating technology into education, especially in English language teaching, has become an essential trend EFL teachers have leveraged online communication tools in language classrooms for over two decades (Warschauer & Whittaker, 1997) Research indicates that technology enhances the learning environment, benefiting both teachers and students in the writing process (Lee, 2017) As a key component of process writing, peer feedback is effectively facilitated through computer-mediated learning.
Online learning can be categorized into two types: synchronous and asynchronous learning Synchronous learning takes place in real-time, allowing participants to interact simultaneously, while asynchronous learning occurs through online platforms without the need for real-time interaction.
In this study, online peer feedback is defined as asynchronous activities conducted in an online forum, where students can post their writing entries and engage in giving or receiving comments from their peers.
ONLINE PEER FEEDBACK AND LEARNER AUTONOMY
2.3.1 The advantages of online peer feedback
Recent advancements in computer technology and the swift evolution of communication are transforming how English language teachers integrate information technology into their practices (Ho, 2000) In the context of process writing, online peer feedback has been shown to address certain limitations associated with traditional face-to-face feedback methods (Sproull and Kiesler, 1991).
Beside undeniable benefits such as building the active role of students in learning (Jacobs,
Peer feedback in writing classes is essential for developing critical thinking, learner autonomy, and social interaction among students, as highlighted by various studies (Hyland, 2000; Yang et al., 2006; Dira Thokwane, 2011; Kurihara, 2017; Stayzer, 2017) However, it also presents challenges, such as lengthy feedback processes (Rollinson, 2005), student biases regarding peer evaluations (Hu, 2005; Chen & Lin, 2008), and friendship biases (Harris and Brown, 2013; Nelson and Carson, 1995, as cited in Lee, 2017) To effectively implement peer feedback, educators must address these drawbacks while leveraging its advantages to enhance students' writing skills.
2.3.2 Procedure of online peer feedback
Peer feedback is a complex meta-linguistic activity, as noted by Guertin (2006), which often leaves students unfamiliar with its nuances To implement peer feedback effectively, thorough planning and preparation for each activity are essential Hanson & Liu (2005) identify three stages of peer feedback: pre-peer feedback, while-peer feedback, and post-peer feedback Well-structured activities for each of these stages can enhance teachers' confidence in incorporating peer feedback into writing instruction.
There are many preparation works in the pre-peer feedback stage, and they play a crucial role in determining the success of the process Hanson & Liu (2005) and Lee (2017) clarify
Effective pre-peer feedback activities involve several key strategies, including the selection of the appropriate mode of feedback—be it oral, written, online, or a combination To ensure success, teachers should conduct training sessions on peer feedback and set up mock activities During the peer feedback stage, it’s essential for teachers to facilitate discussions among students to negotiate the meaning of peer comments Teacher oversight is crucial for successful peer feedback; thus, teachers should monitor group progress by participating as peers, providing support, or assigning a group manager for collaboration In the post-peer feedback phase, students should compile all comments received and decide whether to revise their work based on each comment, explaining their reasoning (Hanson & Liu, 2005).
Online peer feedback, as a method of peer evaluation, requires specific conditions for effective implementation Selecting an appropriate platform is crucial; class websites or forums are ideal for students to publish and share their writing, as highlighted by Krajka (2000) Additionally, the technical proficiency of students plays a significant role in the success of online peer feedback (Lee, 2017).
To ensure an effective online peer feedback system, it is essential to train students and prepare teachers adequately Educators must establish a dedicated website or forum for peer feedback activities, develop a clear plan outlining deadlines and monitoring procedures, and possess the necessary technological skills to address any technical issues that may arise.
2.3.3 The role of online peer feedback in promoting learner autonomy in EFL writing
Research by Abdullah (2015) highlights that online peer feedback through web-based platforms like blogs and forums enhances collaborative learning, addressing the limitations of traditional face-to-face feedback Wooley (2007) supports this by stating that effective online peer review systems have resolved many challenges that previously hindered peer review activities Consequently, online peer feedback not only fosters student writing development but also encourages learner autonomy.
Online peer feedback encouraged more learner participation in the feedback activities (Shi,
Online learning environments foster a less intimidating atmosphere and offer greater advantages for students compared to traditional face-to-face settings, primarily due to the anonymity provided by cyberspace (Liu and Sadler, 2003) This anonymity allows students to engage in online peer feedback with greater freedom, enhancing the quality of the feedback they provide by minimizing prejudice and bias stemming from personal relationships.
Online peer feedback offers a time-saving advantage for students, allowing them to engage in the process outside of class hours (Moloudi, 2011) Traditional face-to-face peer feedback can be lengthy and time-consuming, potentially diminishing its effectiveness In contrast, online peer feedback provides students with the flexibility to choose when to give and receive feedback, enhancing their control over the learning process This increased autonomy not only improves the quality of the feedback but also fosters greater learner independence.
Utilizing diverse resources in literature reviews and peer feedback, especially online, can significantly enhance learner autonomy This concept of autonomy encompasses interdependence, highlighting the importance of collaboration and constructive conflict resolution (Kuswandono, 2005) To foster an autonomous learning environment, teachers should prioritize pair and group work, as these collaborative activities reduce students' reliance on the instructor.
In addition, as a learner-centered activity, the role of teachers in peer feedback is no longer a controller but a facilitator, a resource… which provides students more authority to control
Peer feedback in writing is considered highly effective for enhancing students' academic writing skills and promoting learner autonomy, as supported by research (Kulsirisawad, 2012; Kuyyogsuy, 2019).
Research has demonstrated the positive impact of peer feedback on learner autonomy, particularly in enhancing motivation and confidence among students Studies by Elbow (1981) and Johnson & Roen (1989) indicate that engaging in peer feedback reduces writing anxiety and boosts self-esteem, thereby increasing motivation to learn Additionally, Coit (2004) highlights that the peer feedback process allows students to connect with their audience and receive ongoing feedback, which significantly improves their academic writing skills Regular feedback leads to numerous corrections and fosters a serious approach to writing, ultimately motivating students to enhance their skills Mwalongo (2013) emphasizes that peer feedback also provides opportunities for students to build confidence in articulating their ideas Furthermore, peer feedback cultivates students' awareness of the writing process, as guidance from teachers and the feedback exchange offers valuable practice and insights into their strengths and weaknesses Lastly, peer feedback promotes metacognitive strategies, as students learn to identify areas for improvement and create actionable learning plans based on the feedback received, facilitating effective self-evaluation and monitoring of their writing progress (SilihWarni, 2014; Nguyen, 2016).
Research indicates that online peer feedback significantly boosts learner autonomy Coit (2004) discovered that students who engaged in online peer feedback received consistent input on their writing, which motivated them to take their work seriously and enhance their writing skills Similarly, SilihWARNI (2012) supports these findings, highlighting the positive impact of peer feedback on student motivation and learning outcomes.
20 also stated that online peer feedback not only enhances learner motivation but also has positive effect on metacognitive strategies
This section summarizes the literature on the relationship between peer feedback, especially in online contexts, and learner autonomy It highlights that peer feedback is a valuable activity that can significantly enhance learner autonomy.
As peer feedback is a potential activity which contribute to the development of learner autonomy, the relationship of peer feedback and learner autonomy has captured the attention of various researchers
Tamjid and Birjandi (2011) conducted quasi-experimental, nonrandomized control group research to investigate the impact of self- and peer-assessment on learner autonomy compared to teacher assessment The study involved 59 intermediate-level EFL university students and utilized pre-tests and post-tests as research instruments Findings indicated that self- and peer-assessment significantly contributed to the enhancement of learner autonomy.
RESEARCH GAP
Research indicates that both face-to-face and online peer feedback significantly enhance various aspects of learner autonomy While existing studies primarily examine this relationship in college and university settings, there is a lack of empirical research in English centers, particularly in Vietnamese provinces This study aims to explore the impact of online peer feedback on learner autonomy among adult learners in an English center, utilizing technology-based, teacher-based, and learner-based approaches The researcher opts for online peer feedback due to its unique advantages, anticipating that its implementation in writing classes will effectively address current challenges faced by adult learners in developing their autonomy.
THEORETICAL FRAMEWORK OF THE STUDY
Theoretical Framework of the study
This study explores the influence of online peer feedback on learner autonomy in writing The literature indicates that incorporating online peer feedback in writing classes positively affects learner awareness, motivation, confidence, involvement in learning activities, and self-evaluation Consequently, it fosters learner autonomy and encourages students to actively seek improvement in their writing skills Throughout this process, the teacher serves as an organizer, guide, and assistant to the students.
This chapter provides a comprehensive literature review that offers insights into key issues relevant to the study, including definitions and dimensions of learner autonomy, as well as strategies to promote it It clarifies the concept of peer feedback and specifically online peer feedback, detailing its characteristics Additionally, the chapter examines the impact of online peer feedback on enhancing learner autonomy, referencing related research that underpins this study The subsequent chapter will outline the research methodology based on the theories discussed.
METHODOLOGY
RESEARCH SETTING
The research will take place at the Bee English Center in Quang Ngai City, which was established in 2020 The center offers a variety of English courses catering to learners of different ages, including Bee Kids for children aged 7-12, Bee Teens for teenagers aged 13-15, Bee General for high school students and adults, and Bee IELTS for those preparing for the IELTS test.
Bee General offers English courses tailored for high school students and adult learners, focusing on enhancing their language skills for confident use in academic and professional settings The curriculum spans from Starter to Intermediate levels, with students placed in appropriate classes based on an initial placement test Each class typically consists of 10 to 15 students, ensuring a supportive learning environment.
The writing topics for this study are derived from the textbook "New English Files – Intermediate level – MultiPACK A" by Clive Oxenden and Christina Latham-Koenig, published by Oxford University Press This textbook serves as the primary resource for Bee General courses at the Bee English Center.
The researcher employed convenience sampling to select participants, as this method allows for easy accessibility and geographical proximity, ensuring that individuals are willing and available for the study (Creswell, 2012; Etikan, Musa, and Alkassim, 2016).
The study focused on 10 Intermediate A students enrolled in the Bee General courses at Bee English Center, targeting learners aged 16 to 20 The primary goal for these students is to enhance their English proficiency, particularly in writing and speaking, to improve their opportunities in both academic and professional settings.
The researcher, a co-founder and teacher at the English center, will easily obtain permission for data collection Given her role, selecting students from the center as participants will be convenient She will focus on intermediate-level learners, the highest tier in the Bee general courses, to ensure they possess sufficient language skills for effective peer feedback activities.
The definition of perception has been defined in various ways Firstly, perception is understood as “conception” (Gow & Kember, 1993; Kadha, 2009), “belief” (Pajares,
1992), “personal theory” (Fox, 1983), and “cognition” (Beishuizen et al., 2001)
Perception, as defined by the Oxford Dictionary (2012), is the ability to recognize and be aware of sensory stimuli, encompassing sight, sound, and other senses It reflects a mental impression that shapes how individuals regard and interpret their surroundings Rao & Narayan (1998) further elaborate that perception involves the processes of selecting, organizing, and interpreting sensory information, transforming it into meaningful insights about the environment.
In this research, the definition of perception is based on Jordan's (1989) explanation, which describes it as the human ability to process, interpret, and assign meaning to information received through sensory systems, including sight, hearing, smell, taste, and touch.
Perception refers to an individual's higher-level information processing of sensory experiences, encompassing how they interpret and respond to the stimuli they receive.
RESEARCH DESIGN AND RESEARCH INSTRUMENTS
This study employed a case study design utilizing both quantitative and qualitative approaches to effectively address the research questions According to Bryman and Bell (2007), case studies are ideal for in-depth analysis of a single entity, especially when exploring complex research problems Zaidah (2007) highlights several advantages of case studies, including their ability to simplify intricate concepts, the contextual relevance of the data collected, and their adaptability to various research questions and settings.
The case study of this study is to investigate learners’ perception towards the impact of peer feedback to learner autonomy in the context of an English center Literature revealed
Research indicates that peer feedback positively impacts learner autonomy, yet findings in this area lack consensus To gain a deeper understanding of the connection between peer feedback and learner autonomy among participants at an English center, a case study approach is deemed appropriate for this investigation.
Choosing the appropriate research design is essential for the success of any study In this research, data was gathered through a questionnaire survey, interviews, and observations conducted with learners at Bee English Center The study utilized both quantitative and qualitative data collection methods to achieve its objectives.
Mixed method research is essential for gaining a comprehensive understanding of research problems, as it clarifies and explains the relationships between variables while exploring them in depth (Fraenkel and Wallen, 2009) This methodological approach allows researchers to gather diverse perspectives, creating a detailed representation of the phenomenon under study (Creswell, 2012) By utilizing questionnaires for a broad overview and interviews for in-depth insights within specific contexts, mixed method research effectively combines quantitative and qualitative data (Drever, 1995) Consequently, this study employed mixed method research to enhance its findings.
With the purpose of collecting trustworthy data for the study, the research used questionnaire, interview and observation as means of data collection
According to Frankfort-Nachmias & Nachmias (1992), questionnaires are a cost-effective research tool that offers high penetration rates, accessibility, consistency, and minimal bias In this study, the questionnaire serves to assess participants' learner autonomy both before and after the intervention Consequently, it aims to explore learners' perceptions of how online peer feedback influences their autonomy.
A researcher conducted a questionnaire, adapted from the Online Peer Feedback questionnaire by Nilay (2012), the Learner Autonomy questionnaire by Gholami (2016), and the Questionnaire for Learner Autonomy in English Writing by Bin Shen, Barry Bai, and Weihe Xue (2020), to gather insights on learner autonomy and peer feedback.
The questionnaire in this study is grounded in Trinh's (2005) construct of learner autonomy, which identifies four key factors: cognitive factors (awareness), metacognitive factors (evaluation), affective factors (self-confidence and intrinsic motivation), and social factors (active learner involvement) Additionally, the role of the teacher as a facilitator of learner autonomy is incorporated into the questionnaire Overall, the study's questionnaire encompasses six categories: (1) student awareness of their learning, (2) student self-confidence and intrinsic motivation, (3) student involvement in learning activities, and (4) student evaluation of their own learning.
The integration of the Online Peer Feedback questionnaire by Nilay (2012), the Learner Autonomy questionnaire by Gholami (2016), and the Questionnaire for Learner Autonomy in English Writing by Bin Shen, Barry Bai, and Weihe Xue (2020) is essential for fulfilling the requirements of the study's questionnaire.
Nilay’s (2012) questionnaire was utilized as a post-test to assess the impact of online peer feedback on learner autonomy in a writing class The questionnaire comprised 25 items formatted on a five-point Likert scale, ranging from (1) strongly agree to (5) strongly disagree These items were categorized into four key areas: students' awareness of their own learning, their responsibility for their learning, active involvement in learning activities, and self-evaluation of their learning For this study, the Likert items were adapted to focus on three main categories: students' awareness of their learning, their involvement in learning activities, and their evaluation of learning strategies, aligning closely with the study's primary objectives.
Students taking responsibility for their own learning is crucial, as highlighted in the literature review Two key aspects of this autonomous attitude are intrinsic motivation and self-confidence These elements play a significant role in empowering students to engage actively in their educational journey.
30 motivation are used in the questionnaire for this study instead of Student’s taking responsibility of their own learning
Gholami (2016) developed a comprehensive questionnaire consisting of 44 items designed to assess learner autonomy in language learning, utilizing a five-point scale ranging from "never true" to "always true." This instrument encompasses nine dimensions: Readiness for Self-direction, Independent Work, Importance of Class/Teacher, Role of Teacher, Explanation/Supervision, Language Learning Activities Outside the Classroom, Content Selection, Intrinsic Motivation, and Interest in Other Cultures To focus on general language learning activities, relevant items were selected from Gholami's questionnaire and combined with those chosen by Nilay for this study.
The Questionnaire for Learner Autonomy in English Writing, developed by Bin Shen, Barry Bai, and Weihe Xue in 2020, assesses the degree of learner autonomy among students in writing This tool comprises 20 items presented on a five-point Likert scale, where responses range from 1 (strongly disagree) to 5 (strongly agree), and is categorized into five key areas, including the role of the teacher.
This study focuses on key factors influencing learners, including their independence, confidence in their study abilities, capacity to evaluate their learning processes, and the use of effective learning strategies Selected items relevant to these five categories were combined with the questionnaire items chosen by Nilay and Gholami to enhance the research framework.
Consequently, the questionnaire of this study (Appendix 1) is comprised of 25 items in 5 categories as the table below:
Summary of the items of each category in the questionnaire
To ensure the quality of the study, the reliability and validity of the questionnaire must be consistent and accurately measure the intended constructs Reliability refers to the trustworthiness of the research, indicating that similar results can be achieved under different circumstances Validity assesses the truthfulness of the research in measuring what it intends to measure Factors during data collection can impact validity, necessitating careful consideration A pilot study was conducted to mitigate bias and enhance reliability and validity The questionnaire was translated into Vietnamese for the pilot, which aimed to evaluate reliability and validity, determine the time needed for administration, and identify any clarity issues with wording and instructions The pilot involved 10 students from a similar Bee General class Data from the pilot were analyzed using SPSS and Cronbach’s alpha, with a threshold of 700 indicating reliable items as per Fraenkel & Wallen (2009) The research yielded a Cronbach’s alpha of 0.729, confirming the reliability of the items.
Category of items Ordinal numbers of the items
Student’s awareness of their own learning 1, 2, 3, 4, 5
Student’s self-confidence and intrinsic motivation 6, 7, 8, 9
Student’s active involvement in learning activities 10, 11, 12, 13, 14
Student’s evaluation of their own learning 15, 16, 17, 18, 19
Interviews are a highly effective method for data collection, enabling a thorough exploration of issues (Richards, 2001) There are three primary types of interviews: unstructured, structured, and semi-structured Among these, semi-structured interviews are particularly beneficial as they allow for flexible probing and discussion of topics that arise during the conversation, with most questions developed on the spot (Fraenkel & Wallen, 2009) To enhance the validity of questionnaire responses and supplement the data gathered, the researcher will utilize semi-structured interviews with students following the intervention.
RESEARCH PROCEDURE
The research procedure included the process of training online peer feedback, implementing online peer feedback, observation the online peer feedback activities, and conducting post-questionnaire
For the course Intermediate A, there are 3 lessons with 3 different topics According to the syllabus of the center, Intermediate A course lasts in 12 weeks (with 3 sessions per week)
The course is structured around four-week lessons, with writing lessons scheduled for the final week of each segment (weeks 4, 8, and 12) Students engage in three types of writing: a narrative essay, a descriptive essay, and an informal letter To facilitate online peer feedback, the researcher modified the syllabus to allocate sufficient time for this process Training for online peer feedback occurred in week 1, followed by feedback sessions in week 4 (narrative essay), week 8 (descriptive essay), and week 11 (informal letter) The activities during these feedback sessions were closely monitored, and a questionnaire along with a post-intervention interview was conducted in week 12 Overall, the study spanned a total of five weeks.
The procedures of the research
Week 1 Online peer feedback training
Week 4, 8, 11 Online peer feedback, online peer feedback activities observation
Week 12 Questionnaire, post-intervention interview
3.3.1 The procedures of implementing online peer feedback
Phase 1: Pre-implementation: Creating a forum for online peer feedback, Online peer feedback training
Before initiating online peer feedback, the teacher set up a free forum on Google Classroom, a platform that facilitates forum creation The teacher collected students' email addresses to invite them to join this forum To foster an anonymous environment that minimizes bias and encourages students to share their ideas freely, the teacher assigned each student a unique nickname, known only to the teacher and the respective student.
An online peer feedback training session was conducted to educate students about the concept and benefits of providing peer feedback The training included instructions on using peer feedback checklists developed by the teacher, designed to facilitate effective comments on various writing tasks such as descriptive, narrative, and letter formats After clarifying the criteria outlined in the checklists, the teacher demonstrated the online peer feedback process by posting a writing sample in the forum and encouraging students to apply the checklist to provide constructive feedback.
Phase 2: Implementation: Posting writings on forum, providing and receiving online peer feedbacks, observing the activities of online peer feedback
Following each writing lesson, students submitted drafts of their writing tasks to the designated forum for each topic They were encouraged to provide feedback on their classmates' work using a peer feedback checklist, with no limit on the number of responses they could give Feedback could be written in either English or Vietnamese, allowing students to express their thoughts and reflections on the writing more effectively.
While students engaged in posting their writings and offering online peer feedback on the forum, the teacher monitored their activities using an observation form (Appendix 3).
Phase 3: Post-implementation: colleting contents on the forum, questionnaire, post- intervention interview
After each online peer feedback session for writing tasks, the teacher instructed students to gather the feedback from the forum to enhance their final submissions Additionally, students were required to submit their diaries and take photos for documentation, while data collection from the forum was facilitated through an Observation form.
Following three online peer feedback sessions for writing lessons, the teacher carried out a post-intervention interview with five randomly selected students After obtaining permission to record the session, the interview was conducted and lasted approximately 30 minutes.
This study utilized both quantitative data from questionnaires and qualitative data from interviews and observations to explore students' perceptions of online peer feedback and its impact on learner autonomy The quantitative analysis aimed to assess how students view the effects of online peer feedback on their autonomy, while qualitative observations sought to identify characteristics of learner autonomy and challenges encountered during the feedback process Additionally, interviews provided deeper insights into how online peer feedback influences learner autonomy and highlighted the benefits and obstacles associated with implementing this approach to enhance student independence.
The procedure of analyzing questionnaire data
The quantitative data from the questionnaires was analyzed using SPSS software, employing a descriptive statistics approach to determine if there was a significant improvement in any aspect of learner autonomy, as reported by the students.
The procedure of analyzing interview data
The qualitative data underwent content analysis following semi-structured interviews, where the researcher carefully transcribed the recordings and translated Vietnamese utterances into English The transcripts were then analyzed to identify key themes, and the qualitative findings were presented alongside quantitative data for a comprehensive analysis.
The procedure of analyzing forum observation data
The activities, essays, and feedback threads on the forum were documented using an observation form Subsequently, the quantity of essays and the number of student comments were tallied, alongside the individual contributions of each student in terms of essays and comments Finally, the collected data underwent analysis through descriptive methods.
Methods of Data Analysis in Relation to the Research Questions and Instruments
Research question Research instrument Data analysis
Question 1: What are perceptions of L2 language learner of how online peer feedback contribute to autonomy of learning?
Question 2: What are possible challenges of conducting online peer feedback to enhance learner autonomy?
This chapter outlines the study's design, detailing the use of three research instruments—interviews and observations—to gather data pertinent to the research topic Subsequently, the procedures for data collection and analysis were conducted to address the research question effectively.
