VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES Ấn kh& & kế hết & AN EXPLORATORY RESEARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE LN ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL IN NINH BINH (NGHIÊN CỨU THĂM DÒ VÉ VIỆC CHỮA LỖI NÓI CỦA GIÁO VIÊN VÀ SỰ TIẾP NHẬN CỦA HOC SINH TRONG GIO NOT TIENG ANH TẠI 'TRƯỜNG TIIPT BÏNI MINH, TỈNI NINI BÌNI) MLA. MINOR PROGRAMME THESIS Ficld: English Teaching Mcthodology Code: 60140111 Hanoi- 2016 VIET NAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HRRARARRHRRAERERE PHAM THI HONG AN EXPLORATORY RESKARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE LV ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL 1N NINH BÌNH (NGHIÊN CỨU THĂM DÒ VỀ VIỆC CHUA LOI NOI CUA GIÁO VIÊN VÀ SỰ THÉP NHẬN CỦA HỌC SHNH TRONG GIỜ NÓI TIENG ANL TAL TRUONG THPT BINH MINH, TINH NINH BÌNH) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assvc. Lé Van Canh Hanoi- 2016 DECLARATION 1, Pham Thi Hong, the candidate for the degree of Master of Arts (TEFL) certify that this graduation thesis is entirely my own work.
[ accept all the requirements of University relating to the retention and use of Master's Graduation paper deposited in the library. I have provided fully documented references to the work of others. ‘Ihe material in this paper has not been submitted for assessment in any other formal courses of study. Hanoi, 2016 Pham Thị Hỗng + To find out whether all types of ocrrective feedback are equally effective in leading to students’ uptake.
+ to offer some recomrnendations on giving oral corrective Feedback in speaking lessons Li. Research Questions To nchieve the aims of the sludy, the following three research questions ara addressed: 1. What are the common oral corrective feedback techniques teachers use in English speaking lessons for the 11 grade students? 2. What reasons do teachers give for their use of oral corrective feedback technique(s)? 3.
Which of the oral corrective feedback techniques the leachers use Iead to students’ most uptake? IV. Methods of the Study As an exploratory study, this sludy used the quantitalive method as (he main incans of studying, Besides, with a view to analysing the information from the post observation personal inlerviews, the qualitative method is also eruployed. Firstly, the researcher reviews the related documents, wluch is a method to lay the theoretical background for the study. ‘Then during the study, the data are collected ‘by means of classroom observation and further information is oblained from face- to-face interviews.
Data were then analyzed quantitatively and qualitatively with the aim of identifying the patterns of oral corrective feedback used by the observed teachers and the reasons why teachers used the corrective feedback as observed. Scope of the Study Language generated by leamers in either speech or writing is considered productive. Frrors occur in eilher speaking or writing lessous. Due to the limits of time, ability and availability of the data, the study limits itself to the exploration of the types of oral corrective feedback that are commonly used by the teachers in speaking lessons and the uptake of students toward cach type of oral corrective fecdback The above situation of omer comection in speaking classes and the gap of imowledge in the research area have aroused my interest and encouraged me to garry out he study entiled: “An exploratory research on icachers’ oral corrective feedback and students’ uptake in English speaking classes at Binh Minh high school in Ninh Binh” Current learning and teaching at Binh Minh high school in Ninh Binh.
Binh Minh high school is situated in a rural area by the sea. It has 30 classes with a total 1,140 students. Most of the students are from working olass families. Despite the fact that, Enghsh is a compulsory subject.
and one of the required examinations the students have to pass in order to be qualified for the General Lducation Diploma. and the fact that English is going to be the language of instruction used at natural science classes according lo “The Project of Forcign Language Education in the National Education System for the period 2008-2020”, the majority of students at Binh Minh high school still pay little attention to this subject. As a result, the quality of teaching and learning Fnglish in this school is slill nol very high Normally, at Binh Minh high school, students in each class have three periods learning English with the English textbook and one optional period for extra couscliation every week. Teachers are the only ones who takes the responsibility of teaching the subject at school, There is no foreign teacher here IL Aims of the Study ‘The major aim of the research is to find out error-correetion strategies teachers used in speaking lessons and the influence of those strategies on students’ uptake.
To be specific, the objectives of this thesis are + to explore teachers’ oral exer correction. + to find out the oral corrective techniques that teachers frequently used in the contex| of a Ingh svhool. + to gain understanding of the reasons behind teachers use of oral corrective feedback techniques s ABSTRACT Tn consideration of the importance of oral corrective feedback in Leaching language, this paper aims at finding out the patterns of giving corrective feedback among teachers in speaking classes and the uptake of students. To obtain the objective, T bave cbserved and recorded a tumber of speaking classes of the 11th grade at a high school in Ninh Binh.
‘The findings of this study indicate that there are differences in the frequency of using of various types of oral feedback. They also indicals that all teachers use muliple feedback quile frequently to help their students to take repair or successful uptake. Last but not least, the uptake pattem is also various. Recast seem to be most frequently used but with least uptake whereas cheiation, expheiation and multiple feedback seem lo be the most.
successful i resulting in uptake. iii ABSTRACT Tn consideration of the importance of oral corrective feedback in Leaching language, this paper aims at finding out the patterns of giving corrective feedback among teachers in speaking classes and the uptake of students. To obtain the objective, T bave cbserved and recorded a tumber of speaking classes of the 11th grade at a high school in Ninh Binh. ‘The findings of this study indicate that there are differences in the frequency of using of various types of oral feedback.
They also indicals that all teachers use muliple feedback quile frequently to help their students to take repair or successful uptake. Last but not least, the uptake pattem is also various. Recast seem to be most frequently used but with least uptake whereas cheiation, expheiation and multiple feedback seem lo be the most. successful i resulting in uptake.
The context of the study.1 The research site. Data collection instruments.1, Procedures of data collection.3 Procedures of data analysis Summary. !LNDINGS AND DISCUSSLON 3. Patterns of teachers’ oral corrective feedback.
Summary of the main findinga. ec cree nàn 33. 34 t9 Limilations of the slady 35 sow. Suggestions for further studies.
35 REFERENCES 36 APPENDIXS Appendix I Appendix 2 Appendix 3. Appendix 4 The above situation of omer comection in speaking classes and the gap of imowledge in the research area have aroused my interest and encouraged me to garry out he study entiled: “An exploratory research on icachers’ oral corrective feedback and students’ uptake in English speaking classes at Binh Minh high school in Ninh Binh” Current learning and teaching at Binh Minh high school in Ninh Binh. Binh Minh high school is situated in a rural area by the sea. It has 30 classes with a total 1,140 students.
Most of the students are from working olass families. Despite the fact that, Enghsh is a compulsory subject. and one of the required examinations the students have to pass in order to be qualified for the General Lducation Diploma. and the fact that English is going to be the language of instruction used at natural science classes according lo “The Project of Forcign Language Education in the National Education System for the period 2008-2020”, the majority of students at Binh Minh high school still pay little attention to this subject.
As a result, the quality of teaching and learning Fnglish in this school is slill nol very high Normally, at Binh Minh high school, students in each class have three periods learning English with the English textbook and one optional period for extra couscliation every week. Teachers are the only ones who takes the responsibility of teaching the subject at school, There is no foreign teacher here IL Aims of the Study ‘The major aim of the research is to find out error-correetion strategies teachers used in speaking lessons and the influence of those strategies on students’ uptake. To be specific, the objectives of this thesis are + to explore teachers’ oral exer correction. + to find out the oral corrective techniques that teachers frequently used in the contex| of a Ingh svhool.
+ to gain understanding of the reasons behind teachers use of oral corrective feedback techniques s TABLE OF CONTENTS DECLARATION. i TABLE OF CONTENTS. Aims of the study bo LL. Methods of the study RW V.
Scope of the study VI. Significances of the study. AS VIL, Structure of the study PART B. DEVELOPME! CHAPTER 1: LITERATURE REVIEW 1.
Definition of teachers’ feedback ñ 1. Typos of teachers’ fecdback.sestneesseenetne sonst sen + 1. Oral corrective feedback and uptake em Ẳœ 1. Delinilion of oral corrective feedback 1.
Techniques used in oral corrective feedback 1. Studies on leacher’s corrective Feedback and leamner’s uptake m. Second Language ÀoquisÏtion. cọ trọn the 11 1.
RESEARCH METIIODOLOGY ABSTRACT Tn consideration of the importance of oral corrective feedback in Leaching language, this paper aims at finding out the patterns of giving corrective feedback among teachers in speaking classes and the uptake of students. To obtain the objective, T bave cbserved and recorded a tumber of speaking classes of the 11th grade at a high school in Ninh Binh. ‘The findings of this study indicate that there are differences in the frequency of using of various types of oral feedback. They also indicals that all teachers use muliple feedback quile frequently to help their students to take repair or successful uptake.
Last but not least, the uptake pattem is also various. Recast seem to be most frequently used but with least uptake whereas cheiation, expheiation and multiple feedback seem lo be the most. successful i resulting in uptake. iii PART A: INFRODUCTION L Rationales Nowadays, English plays an imporlant rale in socio-ceonomic life.
Learning English is necessary for many people. The central goal of teaching and learning is students’ development of four skills: listening, speaking, reading, and writing. Of these four skills, speaking is probably the most dillicult for learners lo develop because it requires them to produce the language most of the time spontaneously or without enough time to construct appropriate and correct utterances Over a long period, considerable allention has been paid to errors and emor correction in speaking classes (Ills, 1994). Different authors have different views.
Some consider an error as something natural. They claim that people cannot avoid amaking errors and even can learn [rom than. Making errors is apart of learning, and error correction should be done selectively in order to have better results in the classroom. Others, however, regard an error as something negative which must be avoided.
As a consequence, language (cavhors have always adopted a repressive attitude towards it, They usually hold most authority to correct Jearners’ ercors automatically, regarding the fact that learners value an] expect teachers’ correction.
