The Development Of Learner Autonomy Abilities In Writing In A Web-Based Asynchronous Peer Feedback (Wapf) Learning Environment

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dc.contributor.authorABDULLAH, ROHAYA
dc.date.accessioned2016-07-18T01:49:27Z
dc.date.available2016-07-18T01:49:27Z
dc.date.issued2015
dc.description.abstractThis study explored the development of learner autonomy abilities in writing via web-based asynchronous peer feedback (WAPF). Learner autonomy abilities in this study refer to the learners’ abilities to reflect and evaluate their written essays in planning and deciding the best arguments to revise their essays. Ten respondents were involved in this interpretive qualitative research. Seven female respondents were from a Twinning Programme between a Teacher’s Training Institute and a public university in the north of Malaysia, two female respondents from another public university in the north of Malaysia and one male respondent from a public university from the south of Malaysia. The data were collected from interviews, journal entries, essay drafts and feedback transcripts. All data were consistently compared and contrasted to yield an exhaustive analysis. The data were analyzed using content analysis and interpreted accordingly. The findings disclosed that there were three types of WAPF delivered by the peers. They were Social, Affective and Cognitive WAPF. In relaying the WAPF, the peers played certain roles: establishing e-learning community, motivating, monitoring and scaffolding in ensuring the success of learning. The learner autonomy abilities that emerged from this study were reflection, decision-making and revision. It was also found that the learner autonomy abilities were developed at two phases. During those two phases, the respondents first received external assistance from their peers (WAPF) on their essays, then they reflected on the WAPF, next they planned and make decisions and lastly they revised their essays. With the above evidences, it is clear that the respondents in this study were able to develop their autonomy abilities in writing through the WAPF. Ultimately, the respondents were able to reflect, decide and revise better in their writing.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2237
dc.subjectThe Development Of Learner Autonomy Abilities In Writingen_US
dc.subjectIn A Web-Based Asynchronous Peer Feedback (Wapf) Learning Environmenten_US
dc.titleThe Development Of Learner Autonomy Abilities In Writing In A Web-Based Asynchronous Peer Feedback (Wapf) Learning Environmenten_US
dc.typeThesisen_US
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