Nguyễn Hoài Ân EXPLORING THE TEACHERS’ USE OF CORRECTIVE FEEDBACK IN SPEAKING SKILLS TO EFL LEARNERS LUAN VAN THAC Si NGANH KHOA HOC GIAO DUC Thanh phố Hồ Chi Minh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH EXPLORING THE TEACHERS’ USE OF CORRECTIVE FEEDBACK IN SPEAKING SKILLS TO EFL LEARNERS Chuyên ngành: Lý luận và phương pháp bộ môn day học môn tiếng Anh Mã số : PPTA 381356 LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC NGƯỜI HƯỚNG DÁN KHOA HỌC: TS. PHAN NGỌC THẠCH Thành phố Hồ Chí Minh - 2023 DECLARATION I declare that the dissertation entitled “Exploring the Teachers’ Use of Corrective Feedback in Speaking Skills to EFL Learners” has been composed solely by myself and that it has not been represented, in whole or in part, in any previous application for other academic degrees or diplomas. Except where stated otherwise by reference or acknowledgment, the work presented is entirely my own. ACKNOWLEDGMENT I would like to show my gratitude to all who have supported me from the beginning.
To begin with, my supervisor — Dr. Phan Ngoc Thach, I would like to express my sincere thanks for agreeing to guide me. His warmth, enthusiasm, and humor made me comfortable walking on the long journey. I am genuinely grateful that he did not hesitate to assist immediately, even when the time was tight.
In addition, he is the one who gives directions and valuable advice for me to complete my thesis in the best way. In the second place, I would like to thank the Faculty of English Language for facilitating the learning and research process over the past (wo years. In particular, Dr. Nguyen Thanh Binh — Dean of the Faculty, and M.
Le Dinh Tung are the ones who encourage and support the procedures and information related to the curriculum. Thirdly, I would like to thank all the lecturers who taught the subjects. The teachers were enthusiastic in conveying Knowledge, helping us understand the education field deeply, the meaning of actual teaching, and professional expertise. Despite the limited time and the impact of the Covid-19 pandemic, they always give their all.
I am equipped with full knowledge of my product. Thanks to my classmates in K31. The time we spent together was not much, but they always supported and helped each other throughout the learning process and working on the thesis. I wish all K31 members every success.
Furthermore, I would like to thank all the teachers and five classes participating in the study. With the permission of the English center representative, the teachers cooperated and seriously shared their opinions on the topic. Another critical part is a thousand words of thanks to my family, especially my parents and sister. It is not easy to get to where I am today; they are still by my side and give me moral support.
Finally, | want to express my admiration for myself. Thank you for always trying. Thanks to myself for not giving up. I believe that my decision to continue the MA degree will open a new and brighter door for the future.
TABLE OF CONTENTS DECLARATION ACKNOWLEDGMENT LIST OF ABBREVIATIONS LIST OF FIGURES LIST OF TABLES ABSTRACT. Hn1468163066 556 2 VW RäNHOHBÍĐ:sássasiiiiiiiioii114101611124104311661116114611881816313543532312835583558555831594535453883518573458 2 lÈ2:IRSSEATGR(ATDS:iiiseiiiiieiiieiitiiii21111111421112515920122155051683552331538565395285385512518836128385253 3 175. TYH6SISIŒVETVIENW::::--:ccc:ii21:222122101222122012915525155555293552836335385385025855650236585Z2385. The Concept Of Speaking: .cccciceisscisiesssorssvascoassscsisaisvessssaseaaceaasisasanciisaaivaneseas 4 DU: WAS Speake? scssiscescicssssasssasssssscesssssscssssessssasseassesstsasseastsasszssessanseastees: 4 2.
The Characteristics of Spcaking. The Difficulties in learning Speaking.eerke 6 2:4, Teaching Speaking ¡iisooiaiiasiiieiiisiiosiiisiti411116112411611351358155412136118511881588158218886đ 9 2:2. Ihe:Coneept:ofiEeeHBseE.1, The Definition Of FeedfACE:iooasoosooanaanoaaoaiiainniniatiniiniiisgiataatna 10 2. The Corrective Feedback (CF) oo.
The Techniques of Oral Corrective Feedbaek. The relationship between feedback and teaching Speaking and Speaking SÌϧ:::::::2222222221222122121251123113350535112333933323136335583383233983 3532386833583 3835383392355953573554355 8438735350 17 2. Teachers’ beliefs and practices. The related studies.
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METHODOLOGY ccccscscscscsescsosccsscosceosccosesesnseonssonecsnecsnsesoscooscesseoes 29 Bil), (Mt ON BY iaiiiiiiiiiiiiibiibeiiiiiiii01211025121301222562582936633656168385030122585836539185 29 3.à ng TT ng ngưng 29 3.:0Đ56TVAÍÌOH:icosooosoosoooiooiioaiiostiontiisgiig1511031104186515058166885338855385185518553855 30 2:2: THÙ€TVIẲN :(oi05410411141115114611443118515156313133535361516333845146138ã38831485388353533535191681385388 31 3:3.IPATHGIDATIES::::::::::cccccicsgiit2g12111211121111311221153212835135395333653158535831585812333 5852338583525 555 31 BA. Research DFOGEdUTE:;:::::¿::::::::22t:2111227212112351121128311623353312521554 053383 4535833523535333835866 32 CHAPTER 4. FINDING AND DISCUSSION. 36 4, PING ;iiii:2icsiiiiii2i40201211012110411631534113311643353135338843383138318548354558354538335884355483543884 36 4.
Questionnaires and Ín(€Vi@WS.-- HH He nrsegxesze 36 đ.I,2::OUS€TVRHOTS ;iicoibaiiiiiiiaiiiaiiiiiiiiitt31144111211461148201581333511681335518351885538381683831318 48 4-2: IDÌSG055]GÏi::::-. Teachers’ understandings of Corrective Feedback in Speaking. Teachers’ Corrective Feedback Practices in Teaching Speaking. Comparison of teachers’ applications in survey and interview.
Comparison of teachers’ understanding and practices in using OME CURVE MOCO ACK: ccscacseasssacccacsasasssasceasucasasasscassssacseascnauseaaseascsaesesasneas7eeuseas=04 59 CHAPTER: 5: CONCLUSION ssicssscsssccssssscssscccessecsnesssesestsecsesscesssesasesecssescsseoseessees 64 5; MBjGTITđÌDBS::::::::iic22i:21002210225123111211351523119355233583336335E553633523383335 83382358 8353635 852 64 5.1, Answer to research question number Ì. Answer to research question number 2. The significance Of the SUỦY. ó5 1H SH HH HH HH He 66 5:3.
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eeee 69 REF EREN Ch visssisiisssisiisisinsinnniniinnnsnnnnnninnnnniinnninnnnmnnnsnne 71 APPENDICES. Ăn HH HH ng ng 10111 8410870100000880570 76 LIST OF ABBREVIATIONS CF Corrective feedback L2 Second language ssw CỔ IEAP Intensive English for Academic Purposes (course) ESP English for specific purposes EFL English as a Foreign Language LIST OF FIGURES Figure 2.1 A basic model for teaching productive skills (Harmer, 2007, p.2 A model of feedback to enhance learning .3 The categories of feedback techniques (Kerr, 2017, p.4 Examples of more or less direct techniques for giving corrective feedback on speaking tasks (Kerr, 2020, p.5 Framework for the analysis of teaching practices and beliefs (Education, 2009: POU) cciccciceieieiiosgiisiinSE0231102112514105315518835185i88581883555888853383355543 8558851558 20 Figure 2.6 The Theoretical framework of the study .- 5555552 27 Elignre 4,1 The leveligf learterS:.2 The number of learners in a ClassrOOM .3 The errors made in the classrOOMS. S5 ẶĂS SG S S2 sSeeeeeeree 49 Figure 4.4 The CF moves in the €]aSSTOOINS_.5 The timing of Corrective feedback moves in the classrooms. 54 LIST OF TABLES Table 2.1 The English periods at schools 2.2 The categories of corrective feedback (Sheen, 201 l).3 Students’ beliefs about targets of oral corrective feedback (Ha & Nguyen, DOD; (iS) cccccic¿t:222::2212522523555351555553535535565355353535858535355595352556858548555855555136535E 21 Table 2.4 Taif University’s EFL teachers’ beliefs about the use of Oral Corrective Feedback Techniques in their classrooms (Alkhammash & Gulnaz, 2019, Te eeee 25 Table 2.5 Taif University’s EFL teachers’ general practices about the use of Oral Corrective Feedback Techniques in their classrooms (Alkhammash & Gulnaz, 2019, p.
chì ng go ng nọ gà nhe 26 Table 3.1 The timeline of collecting the data.c-<cc-<<xe<ee- 34 Table 3.2 The purposes of survey and inlervieW. cà Scnhneieesee 35 Table 4.1 The level of learmers 0. ec cce ccc cseeeeeeeeeeaseeaeteesseccaseaeeeaseeasseesneeenes 36 Table 4.2 The teachers’ understanding of Corrective feedback.3 The types of corrected ©TTOTS.4 The timing of Corrective feedback .5 The types of given Corrective feedback .6 The number of errors and CF moves in the classrooms. 49 ABSTRACT Feedback plays a crucial role in both teaching and learning.
It enables for educators to assess a student’s progress and provide guidance on areas that require improvement. Feedback also helps students to identify their strengths and weaknesses and take corrective measures. It also can boost students’ motivation and confidence, leading to better outcomes. When it comes to giving Corrective feedback (CF), it’s vital to approach the situation with care and thoughtfulness.
CF can be a powerful tool for encouraging learners to reflect on their performance and take ownership of their learning. Be clear and specific about what needs to change and offer suggestions for how to make those changes. To discover this process, the study aims to find out: (1) the teachers’ understanding of Corrective Feedback in the Speaking classes, and (2) the teachers’ practices of Corrective Feedback in teaching Speaking skills. The mixed method is used to investigate the usage characteristics of teachers in the classrooms.
The researcher collected the data by using three instruments, including questionnaires, interviews, and observations. There was a total of twenty- five teachers officially participating in the study, five teachers out of 30 were interviewed and observed in their five classes. The results found that most teachers are aware of the necessity of CF in teaching Speaking. Teachers give the proper CF corresponding to the objective of the lesson.
With the right approach, corrective feedback can be a powerful tool for growth and development. It encourages students to reflect on their performance and take ownership of their learning. In terms of practice, Recasts and Metalinguistic are two sorts of CF that are usually provided in teaching Speaking. It is different from teachers’ belief when they prefer Prompting to Reformulating.
From the above factual results, teachers need to focus on various aspects of Speaking skills when responding to leamers’ mistakes more comprehensively. At the same time, learners also have the opportunity and are expected to self-study after receiving suggestions from teachers. Finally, teachers need to sketch out wisely when providing CF to avoid affecting learners, and for CF to function properly. Rationale In an integrated society, it is evident that English is a popular language with the most extensive coverage globally.
English is a language required for most young people when going to school or work. The education system in Vietnam has been changing since the Fourth Industrial Revolution in recent years. The national education system has also been reformed to adapt to influences from many fields. The new English curriculum in 2018 is a good case in point; the criteria are revolutionized to suit the modern trends in education.
Learner-centered and learning- centered are two new concepts in teaching. Many experts consider the academic revolution to be prolonged despite the positive educational changes. It cannot be denying the desired results of the English program innovation scheme. The role of teachers in teaching and learning is crucial to students’ skills and cognitive development.
They attempt to change teaching methodologies and assessment approaches to be more flexible and effective in helping learners achieve their goals. However, the roles and tasks of learners have been raised with precise requirements. Learners must master and contro] their learning processes and strategies with guidance and direction. In addition to receiving evaluations and corrections from the teacher, students use feedback to self-check and measure their progress.
According to Nunan (2003), a significant gap exists between program goals and classroom practice. Our English program focuses only on grammar, neglecting lo practice communication. In the realm of education, providing corrective feedback to learners is a vital aspect of the learning journey. It is imperative for instructors to offer feedback that is both constructive and beneficial to the student.
Corrective feedback can manifest in various forms, like positive reinforcement, constructive criticism, or even punishment under certain circumstances. The ultimate aim of corrective feedback is to aid the student in their learning and development, rather than simply penalizing them for their errors. Feedback can be seen as a guide to help learners understand their level and improve in line with expectations. For speaking skills, learners must have much practice to reduce the number of errors.
In acquiring a language, learners will inevitably make mistakes, evident in learning a second language. In this case, the teacher's feedback on errors is viewed as inpul that helps learners perceive and remember more knowledge. “Feedback is an important component of the formative assessment process. Formative assessment informs teachers and students about how students are doing relative to classroom learning goals.
Providing feedback is an integral aspect of the teaching process. It involves furnishing students with information regarding their course performance or assignment performance. Feedback informs students about their progress and areas that require improvement while guiding teachers on where to concentrate their efforts. Based on a synthesis of Chaudron's (1988) from related studies, teachers gave CF erratically, so learners is not concern about teachers’ reflection on mistakes.
The problem is how Vietnamese teachers handle mistakes in learners’ speaking products. Are there rules, criteria for assessing competence, or mistakes to help learners improve their speaking skills, or communicate more effectively?