VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRƯƠNG THỊ HƯƠNG EFFECTS OF TEACHER'S FEEDBACK ON FRESHMEN'S MOTIVATION IN SPEAKING LESSONS: A SURVEY RESEARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Ảnh hưởng từ phản hồi của giáo viên tới động lực học tập của sinh viên năm thứ nhất trong giờ học nói: Một nghiên cứu tìm hiểu tại Trường Đại học Kinh Doanh và Công Nghệ Hà Nội) M. MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRƯƠNG THỊ HƯƠNG EFFECTS OF TEACHER'S FEEDBACK ON FRESHMEN'S MOTIVATION IN SPEAKING LESSONS: A SURVEY RESEARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Ảnh hưởng từ phản hồi của giáo viên tới động lực học tập của sinh viên năm thứ nhất trong giờ học nói: Một nghiên cứu tìm hiểu tại Trường Đại học Kinh Doanh và Công Nghệ Hà Nội) M. MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Supervisor : Phan Thị Vân Quyên, M.A Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iii ABSTRACT Motivation in learning English of the freshmen in Faculty of Accountancy at Hanoi University of Business and Technology was investigated with two main aspects: (a) types of motivation in terms of intrinsic and extrinsic orientation, and (b) effects of the teacher's feedbacks namely corrective feedback, evaluative feedback and strategic feedback on the freshmen's motivation in speaking lessons. On the base of the findings, some strategies to increase the motivation in learning English of first-year students in Faculty of Accountancy were suggested.
Using the survey questionnaires from 286 students and semi-structured interviews with 20 students who are studying the first year in Faculty of Accountancy, HUBT, the findings indicated that among those students extrinsic motivation was far more important than intrinsic motivation, of which studying English to get a good future job was the most important motivating factor. The findings also revealed among three kinds of feedback in the study, corrective one was used with the highest level of frequency and was considered the most effective ways to motivate freshmen at Faculty of Accountancy because they wanted to master their English proficiency for their future purpose especially their career future. The teacher used the evaluative feedback very frequently; whereas, the freshmen at did not think that it was useful. The reason is that when evaluating, their teacher normally criticized their mistakes, which made them lose face, feel discouraged, feel ashamed, or even did want to speak any more.
In respect of strategic feedback, the teacher exploited it with a low frequency; however, according to students, they claimed that it was effective way to motivate their speaking because this kind of feedback could encourage their self- study with the teacher's advice and suggestion. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv Table of contents Declaration……………………………………………………………………………….iii Table of content………………………………………………………………………….iv List of abbreviation terms……………………………………………………………….vi List of tables ………….vii PART A: INTRODUCTION. Aims of study. Scope of the study.
Method of the study. Design of the study. 4 CHAPTER I: LITERATURE REVIEW .1 Definition of speaking skill.2 Elements of speaking skill .3 Students' difficulties in English speaking lessons .1 Definition of motivation .2 Kinds of motivation in the second language classroom .1 Definition of feedback .2 Types of the teacher's feedback in speaking lessons .3 Effects of the teacher's feedback on students' motivation in speaking lessons .1 Context of the study .3 Data collection instruments. 15 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.4 Data collection procedure.
17 CHAPTER 3: FINDINGS AND DISCUSSIONS .1 Freshmen's motivation in learning English .2 Types of teacher's feedback and its effectiveness in speaking lessons .1 Use of teacher's feedback in speaking lessons .2 Effectiveness of teacher's feedback in speaking lessons .3 Freshmen's reaction to teacher's feedback in their speaking lessons .1 Freshmen's motivations in learning English .2 Teacher's feedback and its effectiveness on freshmen's motivation in speaking lessons. Summary of the findings and discussion .I Appendix 2: Schmidt et al.IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi LIST OF ABBREVIATION TERMS HUBT Hanoi University of Business and Technology SD Strongly Disagree D Disagree U Undecided A Agree SA Strongly Agree LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vii LIST OF TABLES Table 1: The structure of the students' questionnaire………………………………………… 16 Table 2: Freshmen's motivation in learning English…………………………………………. 18 Table 3: Kinds of teacher's feedback in speaking lessons…………………. 22 Table 4: Use of teacher's feedback in speaking lessons……………….
23 Table 5: Effectiveness of teacher's feedback in speaking lessons 25 Table 6: Freshmen's reaction to teacher's feedback in speaking lessons…. 28 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1 PART A: INTRODUCTION 1. Rationale Speaking is "the most important aspect of learning a second language" (Nunan, 1989). It plays a vital role because it is the first step to identify who know or does not know a language.
Pattison (1992) confirms that when people speak of knowing or learning a language, they actually mean that they are able to speak the language. It is clear that by mastering the speaking skills, people can carry out the conversation with other people, give the ideas and exchange the information. Recognizing its importance, Vietnamese learners try their utmost to master speaking skills with the hope to improve their language competence. However, not all students have succeeded in it.
Many fail because learning a language is considered a complex process, which is often affected by many factors such as attitude, age, intelligence, learning environment, etc. Among them, motivation is believed to have great impact on success or failure of a language learner. As a result, motivation has become a key issue in language learning in general and in speaking in particular and has become the subject of many studies for a long time. As the matter of facts, students' motivation in speaking -one of the vital aspects of leaning a foreign language- has been the biggest challenge for Vietnamese students.
A large number of students after a long time learning speaking English have not been able to speak it skillfully. Many researches have been carried out in attempt to find out the reasons, the techniques to enhance students' motivation as well as factors affecting it in speaking class. Among many studies, the researcher realizes that although teachers now no longer play a dominant role in class, their guidance, and supports have always been of beneficial help to students. Especially teachers' feedback provision in response to students' performance is significantly important.
Considered "an integral part of the lesson" (Nguyen et al., 2003), the teacher's feedback is always in need or according to Fanselow (1987) "to teach is to give feedback". In the current context of teaching and learning English, the teacher's feedback is really necessary, which helps students find the right ways to improve their language competence. At HuBT, English is taught as a compulsory subject for all students of all faculties. For freshmen who have not been familiar with the ways of studying at university, attending two or three English classes a week make many students regard English as a burden.
Even LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2 though they realize that English, especially the speaking skill, is very important and necessary now and in the future, most of them are afraid of speaking or have no habits of speaking in the class. Hence, all the teachers of English are master at finding speaking activities with an attempt to motivate students in speaking but few have exploited the importance of their feedback to encourage students more involved in speaking English at least in class. The teachers who have tried smoother ways to give the feedback claimed that these students seem to be more active when receiving the teacher's comments. Recently in Vietnam although teacher's feedback has been the subject of many studies, most of them have tackled about the matter of feedback in writing lessons.
Studies on feedback in speaking lessons are quite small in number. At the Department of English- Hanoi University of Business and Technology, there have been no attempts in investigating this issue. Therefore, it is greatly important to research the matter intensively in the context of teaching and learning speaking skill at this university. The reasons above have urged the writer herself, who is the teacher of English at Department of English at HuBT, to explore this matter in an effort to find out how the teacher's feedback affects the freshmen's motivation and how the teacher should comment on their speaking to encourage them to speak English.
Hopefully, the researcher would make contribution to complete the insightful understanding about teacher's feedback, enhancing teaching and learning English, which can lay a foundation for subsequent research. Aims of study The study is to investigate the influence of the teacher's feedback on Freshmen's motivation in speaking lessons. Research question In order to achieve above-mentioned aim, the following research question is raised in the study: - What are the freshmen's motivations in learning English? - What types of teacher's feedback are currently used in speaking lessons? - How does the teacher's feedback affect the freshmen's motivation in speaking lessons? LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Scope of the study Feedback and motivation are such broad topics that cannot be wholly discussed within the framework of this paper.
Thus, this minor thesis attempts to investigate one specific and commonly practiced aspect: the effects of teacher's feedback on students' motivation in speaking lessons. The subjects of the study include 286 freshmen at Department of Accountancy at HuBT who are not English major but are learning speaking skills adopting the Communicative language teaching approach. Therefore, it cannot be said that the results of this study are general to all Vietnamese non-English majors. Method of the study This study employs a both quantitative and qualitative research methods in order to get a more detailed and comprehensive picture about what is investigated.
A survey questionnaire done on 286 freshmen in the Faculty of Accountancy to collect their opinions on the feedback they received, how types of teacher feedback effect their motivation in speaking, and to gather their recommendations for improving teacher feedback to help them perform successfully. An interview conducted with the participation of 20 freshmen selected from survey population to explore further issues being investigated. Design of the study This study is composed of three following parts: Part A: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study. Part B: Development is organized around three chapters as follows.
Chapter 1- Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of motivation, types of motivation and feedback. Chapter 2 - Methodology, presents the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis Chapter 3 – Findings and Discussions consists of a comprehensive analysis of the data and a discussion on the findings of this study. Part C: Conclusion, offers a summary of the findings, recommendations, limitations, and future directions for further study. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 4 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Language communication is known to involve some language skills, which consists of four-macro inter-related skills: listening, reading, speaking, and writing.
Of the four skills, speaking plays a vital role because it is the first step to identify who knows or does not know a language. Pattison (1992) confirms that when people speak of knowing or learning a language they actually mean that they are able to speak the language.1 Definition of speaking skill There are many definitions for the term "speaking". According to Bygate (1987), speaking, in many ways, is an undervalued skill.