VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND [INTERNATIONAL STUDLES: FACULTY OF POST-GRADUATE STUDIES NGUYEN THI KHANH EFFECTIVENESS OF INDIRECT CORRECTIVE FEEDBACK IN ENGLISH WRITING AT TIE FACULTY OF ENGLISIT, TANOT NATIONAL UNIVERSITY OF EDUCATION (HIỆU QUÁ CỦA CHỮA LỎI GIÁN TIẾP TRONG MÔN VIET TIENG ANII TAI KIIOA TIENG ANII TRUONG DAI HQC SU PHAM HA NOK M.A MINOR PROGRAMME TLLESIS: Field: English Language Teaching Methodology Code: 60 14 10 HANOL 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND [INTERNATIONAL STUDLES: FACULTY OF POST-GRADUATE STUDIES NGUYEN TH] KHANH EFFECTIVENESS OF INDIRECT CORRECTIVE FEEDBACK IN ENGLISH WRITING AT THE FACULTY OF ENGLISH, HANOI NATIONAL UNIVERSITY OF EDUCATION CHIEU QUA CUA CHUA LOI GIAN TIEP TRONG MON VIET TIENG ANII TAI KIIOA TIENG ANIT TRUONG DAI HQC SU PHAM HA NOD M.A MINOR PROGRAMME THESIS Ficld: English Language Tcaching Methodology Code: 614 10 Supervisor: Nguyén Thi Bach Thau, M. TIANOT 2013 TABLE OF CONTENTS DECLARATION,. ¬— ¬— ¬— esses ACKNOWLEDGEMEMTS ii ABSTRACT.c ¬— ¬— ¬— ¬ TABLE OF CONTENTS iv LIST OF ABBREVIATIONS. ¬— ¬— ¬— se VÌ LIST OF TABLES.
vii LIST OF CHARTS ix PART A: INTRODUCTION 1 1. Aims of the study 3 3. Scope of the study 2 4. Method of the study,.
Significance uf the study 3 6. Organization of the study 4 PART B: DEVELOPMENT 3 CHAPTER 1: LITERATURE REVIEW 5 1. An overview of process approac! 1. Stages in a writing process 1.1, Definitions of corrective feedback.
Types af corrective feedback to students’ writing. Tcachers" corroctive fcodback stratcpics. Effectiveness of teacher's indirect corrective feedback 13 LIST OF TABLES Table 1: Ellis’ table of feedback types (2009 p. 12 Table 2; Frequency of grammatical crrors of experimental group and control group 21 Table 3: Effectiveness of Leachers imdirect corrective feedback to students’ attitudes towards writing %6 Table 4: ‘the students’ perception about the effectiveness of teacher’s indirect corrective feedback on their writing accuracy 8 Table 5: Students’ sources to self-correct their grammatical errors 29 Table 6: The students’ progross in writing accuracy after 6 weeks of the study.
31 Table 7: Students’ suggestions for better use of teacher’s indirect corrective Feedback .iecssessiesentseenininee sesesntnee sesesntnee sesesntnee ¬- viii studies has investigated the effect of indirect corrective feedback on students’ writing in university setting lior all the mentioned reasons, the researcher wishes to conduct a study entitled “Effectiveness of indirect corrective feedback in English writing at Faculty of English, Hanoi National Unive f Education” 2. Aims of the study This current study aims at (1) examining the effectiveness of written indirect corrective feedback on improving wrilmg accuracy of the second-year sLudents al Faculty of Lnglish, Llanoi National University of ducation (OL, LINUL); (2) investigating the students’ attitudes towards the use of teacher’s indirect corrective feedback and (3) proposing some recommendations of the use of teacher’s writlen indirect, corrective feedback in writing classes In short, the researela paper aims to address the following questions: 1. To what extent docs indirect corrective feedback stralegy have offeels on second year students’ writing accuracy at ’aculty of English, [lanoi National University of Education? 2. How do second-year students at Faculty of English, Hanoi National University of” Education react to teacher’s indirect corrective feedback on their writing? 3.
can be doue to improve students’ writing by employing indirect. Scope of the study Tn fact, acher’s correclive feedback can be given am both oral and wnitten forms, directly and indirectly on students’ writing. However, within the framework of a graduation paper, the researcher only focuses on the teacher’s written indirect corrective feedback. Students’ reactions and altiLudes tuwards teachers’ indirect corrective fecdback.
se ke ke ke eo 14 2. Data collection instruments. Students° writing analysis. The procedure of data collection and analysis 3.
co ¬— ¬— ¬— sees BY 3. Effectiveness of teacher’s indirect corrective feedback on students’ wriling accuracy rom students’ writing analysis. Students’ reactions and attitudes towards teacher’s indirect corrective feedback from survey questionnaires 3. ke ke ke sao 33 3.1, Effectiveness of teacher’s indirect corrective feedback to students’ wriling accuracy [rom students’ writing analysi 3.
Students’ reactions and attitudes towards teacher’s indirect corrective feedback from survey questionnaires. Students’ fecling about the use of indirect corrective fecdback. Students’ difficulties when the teacher uses indirect corrective feedback in class. Effectiveness of teacher’s indirect corrective feedback on students’ attitudes towards writing 34 3.
Students’ attitudes towards the valuc of teacher’s indirect corrective feedback. Students’ expectations for better use of ieacher’s indirect corrective feedback.1, Recommendations for the teachers. ke ke wee BF 4.2, Recommendations fur the students 38 PART C: CONCLUSION. Conclusion 40 v PART A: INTRODUCTION: 1.
Rationale Nowadays, English is considered a3 an intemational language in the world with over 1,500 million speakers (Crystal, 2003). Recently, Communicative Tamguage Teaching (CLI) has been widely used in Vietnam. In such approach, students are taught four main skills: reading. listening, speaking and writing.
However, nol many students like writing and are able to write well. Le (2008), when investigating the teaching and learning English among high schools in Can Tho, found that only 6.9% of the Vicwmamese students want to lear writing. In my own (caching experience, iL was found that most students in Faculty of Linglish, Llanci National University of iducation have similar problems with their writing. These problems are (1) they have a lot of grammatical errors in their wriling, and (2) they have negative altitudes towards learning writing.
Thus, how to improve students’ writing as well as to change their alitudes towards wriling aclivities has greatly altracted my allenticn, ‘Through a review of literature, although the effect of written corrective feedback is still controversial, numerous studies on the use of corrective [eedback mì wrting classes have shown that corrective feedback including indirect feedback can be applied in writing classes to improve students’ writing accuracy (Liu, 2008: Kaweera, 2008, Ferris, 2000, Ferris et al. Beside teacher’s writing instructions, in many cases, teacher’s correction and comments oan help to solve the problems of students’ writing accuracy and their attitudes towards writing. In other words, teacher's good feedback stralegics may give students stimulation for revision and motivation to maintain their interest in writing, 1n Vietnam, there has been some research on teacher’s written corrective feedback such as Le (2011) or Tran (2011) which focuses on the high school setting but none of the 2, Limitations of the study. Suggestions for further study Al RBEHRBNCHĂ.cuco se e 43 AFPENDICES.
Appendix Survey Questionnaires for Students vi LIST OF TABLES Table 1: Ellis’ table of feedback types (2009 p. 12 Table 2; Frequency of grammatical crrors of experimental group and control group 21 Table 3: Effectiveness of Leachers imdirect corrective feedback to students’ attitudes towards writing %6 Table 4: ‘the students’ perception about the effectiveness of teacher’s indirect corrective feedback on their writing accuracy 8 Table 5: Students’ sources to self-correct their grammatical errors 29 Table 6: The students’ progross in writing accuracy after 6 weeks of the study. 31 Table 7: Students’ suggestions for better use of teacher’s indirect corrective Feedback .iecssessiesentseenininee sesesntnee sesesntnee sesesntnee ¬- viii LIST OF CHARTS Chart t: Students’ feeling about the use of indirect corrective feedback. 2 Chart 2: Students’ difficultics when the teacher uses indirect corrective feedback in class 25 Chart 3: The suitability of teacher’s indirect corrective feedback to the students and their leaning style ” Chart 4: Percentage of errors corrected by students after receiving teacher’s indirect corrective feedback.
Rationale Nowadays, English is considered a3 an intemational language in the world with over 1,500 million speakers (Crystal, 2003). Recently, Communicative Tamguage Teaching (CLI) has been widely used in Vietnam. In such approach, students are taught four main skills: reading. listening, speaking and writing.
However, nol many students like writing and are able to write well. Le (2008), when investigating the teaching and learning English among high schools in Can Tho, found that only 6.9% of the Vicwmamese students want to lear writing. In my own (caching experience, iL was found that most students in Faculty of Linglish, Llanci National University of iducation have similar problems with their writing. These problems are (1) they have a lot of grammatical errors in their wriling, and (2) they have negative altitudes towards learning writing.
Thus, how to improve students’ writing as well as to change their alitudes towards wriling aclivities has greatly altracted my allenticn, ‘Through a review of literature, although the effect of written corrective feedback is still controversial, numerous studies on the use of corrective [eedback mì wrting classes have shown that corrective feedback including indirect feedback can be applied in writing classes to improve students’ writing accuracy (Liu, 2008: Kaweera, 2008, Ferris, 2000, Ferris et al. Beside teacher’s writing instructions, in many cases, teacher’s correction and comments oan help to solve the problems of students’ writing accuracy and their attitudes towards writing. In other words, teacher's good feedback stralegics may give students stimulation for revision and motivation to maintain their interest in writing, 1n Vietnam, there has been some research on teacher’s written corrective feedback such as Le (2011) or Tran (2011) which focuses on the high school setting but none of the PART A: INTRODUCTION: 1. Rationale Nowadays, English is considered a3 an intemational language in the world with over 1,500 million speakers (Crystal, 2003).
Recently, Communicative Tamguage Teaching (CLI) has been widely used in Vietnam. In such approach, students are taught four main skills: reading. listening, speaking and writing. However, nol many students like writing and are able to write well.
Le (2008), when investigating the teaching and learning English among high schools in Can Tho, found that only 6.9% of the Vicwmamese students want to lear writing. In my own (caching experience, iL was found that most students in Faculty of Linglish, Llanci National University of iducation have similar problems with their writing. These problems are (1) they have a lot of grammatical errors in their wriling, and (2) they have negative altitudes towards learning writing. Thus, how to improve students’ writing as well as to change their alitudes towards wriling aclivities has greatly altracted my allenticn, ‘Through a review of literature, although the effect of written corrective feedback is still controversial, numerous studies on the use of corrective [eedback mì wrting classes have shown that corrective feedback including indirect feedback can be applied in writing classes to improve students’ writing accuracy (Liu, 2008: Kaweera, 2008, Ferris, 2000, Ferris et al.
Beside teacher’s writing instructions, in many cases, teacher’s correction and comments oan help to solve the problems of students’ writing accuracy and their attitudes towards writing. In other words, teacher's good feedback stralegics may give students stimulation for revision and motivation to maintain their interest in writing, 1n Vietnam, there has been some research on teacher’s written corrective feedback such as Le (2011) or Tran (2011) which focuses on the high school setting but none of the 2, Limitations of the study. Suggestions for further study Al RBEHRBNCHĂ.cuco se e 43 AFPENDICES. Appendix Survey Questionnaires for Students vi 2, Limitations of the study.
Suggestions for further study Al RBEHRBNCHĂ.cuco se e 43 AFPENDICES. Appendix Survey Questionnaires for Students vi studies has investigated the effect of indirect corrective feedback on students’ writing in university setting lior all the mentioned reasons, the researcher wishes to conduct a study entitled “Effectiveness of indirect corrective feedback in English writing at Faculty of English, Hanoi National Unive f Education” 2. Aims of the study This current study aims at (1) examining the effectiveness of written indirect corrective feedback on improving wrilmg accuracy of the second-year sLudents al Faculty of Lnglish, Llanoi National University of ducation (OL, LINUL); (2) investigating the students’ attitudes towards the use of teacher’s indirect corrective feedback and (3) proposing some recommendations of the use of teacher’s writlen indirect, corrective feedback in writing classes In short, the researela paper aims to address the following questions: 1. To what extent docs indirect corrective feedback stralegy have offeels on second year students’ writing accuracy at ’aculty of English, [lanoi National University of Education? 2.
