UNIVERSITY - HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES: SAR Rn Rae LETH THU WA FEEDBACK ON ESL WRITING: TEACHERS’ PRACTICES AND STUDENTS’ PREFERENCES, HOAT DONG THUC TE CUA GIANG VIEW VA MONG MUON CUA SIRH VIÊN ĐÔI VỚI PHẲN HÔI TRÊN BÀI VIẾT TIENG ANH M.A MINOR TIIESIS Kicld: English Language Lcaching Mcthodology Code: 60140111 HANOI - 2013 VIETNAM NATIONAL UNTVERSITY - HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES: LETH THU WA FEEDBACK ON ESL WRITING: TEACHERS’ PRACTICES AND STUDENTS’ PREFERENCES, HOAT DONG THUC TE CUA GIANG VIEW VA MONG MUON CUA SIRH VIÊN ĐÔI VỚI PHẲN HÔI TRÊN BÀI VIẾT TIENG ANH M.A MINOR TIIESIS Kicld: English Language Lcaching Mcthodology Code: 60140111 Supervisor: Dr. To Thi Thu Huong HANOI - 2013 DECLARATION T confirm thal this is my own research, «md thal il has not been published or submitted for any other degrees. Student's signature Lé thi Thu Ua ABSTRACT This case study was conducted at College of Technologies and Ecanomics in Trade lo investigale teachers’ practices and students’ strategies [or handhng the feedback they received as well as students’ preferences for four different types of feedback Fifty seven students in three ESL classes were asked to fill out the questionnaires and Hước wiiing teachers were asked lo parlicipale in the interviews, In addition, students’ paragraphs with teacher feedback were analyzed to see how teacher gave the feedback ard how students responded Lo the (eedback they received. The results show that teachers used written feedback frequently, but in different ways, and students’ strategies for handling feedback varied depending on the types of feedback cach (cacher gave on their papers.
Besides, the study revealed thai students preferred teacher feedback (teacher correction, teacher correction with comments, error identification) to non-teacher feedback such as self-feedback, peer feedback or computer- directed feedback. The findings of the study suggests that writing teachers should consider the fit between their practice and students’ preferences to choose the most suitable ways of feedback giving to help students improve their writing. m 4, Teachers” beliefs and practices of giving feedback on HSL writing. Students’ reactions and preferences for feedback Chapter 3: TLL STUDY 1.
The current situation of teaching, and learning Knglish writing at CIEL 2. Methods and Instrumentation. Questionnaire and interview 2.3, Data collection procedure.4, Data analysis procedure Chapter 4: RESULTS AND DISCUSSION 1. Teachers’ practices of giving feedback on ESL writing.
Students’ reactions to the received teacher feedback 3, Students’ preferences for different types of feedback on ESL writing. 4, Implications [or teackang and learning. 38 Chapter 5: CONCLUSION 41 1, Summary. Limitations of the stuly 4I 3.
Suggestions for further studies RUFERENCLS. APPENDICES ABSTRACT This case study was conducted at College of Technologies and Ecanomics in Trade lo investigale teachers’ practices and students’ strategies [or handhng the feedback they received as well as students’ preferences for four different types of feedback Fifty seven students in three ESL classes were asked to fill out the questionnaires and Hước wiiing teachers were asked lo parlicipale in the interviews, In addition, students’ paragraphs with teacher feedback were analyzed to see how teacher gave the feedback ard how students responded Lo the (eedback they received. The results show that teachers used written feedback frequently, but in different ways, and students’ strategies for handling feedback varied depending on the types of feedback cach (cacher gave on their papers. Besides, the study revealed thai students preferred teacher feedback (teacher correction, teacher correction with comments, error identification) to non-teacher feedback such as self-feedback, peer feedback or computer- directed feedback.
The findings of the study suggests that writing teachers should consider the fit between their practice and students’ preferences to choose the most suitable ways of feedback giving to help students improve their writing. m ABSTRACT This case study was conducted at College of Technologies and Ecanomics in Trade lo investigale teachers’ practices and students’ strategies [or handhng the feedback they received as well as students’ preferences for four different types of feedback Fifty seven students in three ESL classes were asked to fill out the questionnaires and Hước wiiing teachers were asked lo parlicipale in the interviews, In addition, students’ paragraphs with teacher feedback were analyzed to see how teacher gave the feedback ard how students responded Lo the (eedback they received. The results show that teachers used written feedback frequently, but in different ways, and students’ strategies for handling feedback varied depending on the types of feedback cach (cacher gave on their papers. Besides, the study revealed thai students preferred teacher feedback (teacher correction, teacher correction with comments, error identification) to non-teacher feedback such as self-feedback, peer feedback or computer- directed feedback.
The findings of the study suggests that writing teachers should consider the fit between their practice and students’ preferences to choose the most suitable ways of feedback giving to help students improve their writing. m 4, Teachers” beliefs and practices of giving feedback on HSL writing. Students’ reactions and preferences for feedback Chapter 3: TLL STUDY 1. The current situation of teaching, and learning Knglish writing at CIEL 2.
Methods and Instrumentation. Questionnaire and interview 2.3, Data collection procedure.4, Data analysis procedure Chapter 4: RESULTS AND DISCUSSION 1. Teachers’ practices of giving feedback on ESL writing. Students’ reactions to the received teacher feedback 3, Students’ preferences for different types of feedback on ESL writing.
4, Implications [or teackang and learning. 38 Chapter 5: CONCLUSION 41 1, Summary. Limitations of the stuly 4I 3. Suggestions for further studies RUFERENCLS.
APPENDICES opportunity for them to practice writing essays with different patterns of development. Teaching English writing is nol. an easy task for FST. toachers as it involves various processes which require teachers to devote a lot of time to helping students write better.
Planning what to teach within a particular curriculum is only a part of the lask. Besides, they have to constder the different. approaches thal gleaned from theories and researches on teaching writing in ESL contexts. ‘Teachers also spend a greal.
deal of Iime im the post-wrilimg process grading sluderts’ composilions in detail. Especially, it is the teachers’ jobs to sclect the approach that best fits the learners’ needs and create a motivating environment, and facilitate the learning -to- write activ: :. The teacher can do so by widening the area of interaction between him and his students. The best means for teacher-student interaction may be insightful feedback which helps both improving students’ writing production and motivating them to be independent writers.
Therefore, most teachers believe that feedback is an important aspect of teaching of writing. However, providing effective feedback is one of the many challenges that any wriling loacher faces. classroom, fecdback practices can be even more challenging. Ieachers and students agree that teacher written feedback is a crucial part of the writing process (Cohen& Cavalcanti, 1990).
Teachers want to give fvedback that will encourage and challenge students to be beller writers, bul de not always know how the feedback that they are giving is perceived by students, or how effective it is. Since reading students work and giving feedback is very time- consuming, process, teachers may focl frustrated when the feedback they offer is not followed by the students. Liven when the teachers’ system for giving feedback is clear and consistent, sometimes teachers da not know whether students understand their practicgs. Therefore, the study exanrines teachers’ praclives of feedback and compared these with students’ preferences and reaction to feedback to see how the teachers’ practice matches students’ needs and to find the best approach to improve studenls’ wailing skill.
Besides, through the study, some implications will be 2 TABLE OF CONTENTS ACKKOWLEGEMENTS. 1 DECLARATION i LIST OF TARLES Errar! Bookmark not defined. LIST OF FIGURES Errart Baokmark not defined. LIST Ol' APPENDICLS.đứrrar! Bookmark not defined.
The rationale of the study 1 2. Purpeses oF the study and research questions. Scope of the study 3 4. Significance of the study - - - - 4 b=.
Orgarnzalion of the study $ Chapter 2: LITERATURE REVIEW. Roles of feedback m tcachimg ESL/EEL wrTttng,. co: sccccc sex 3. Types of feedback - - - - - 8 3.
8Uudent-Icacher con[bTeTiCing. Teacher written feedback.4, Computer- assisted feedback. - - - 13 TABLE OF CONTENTS ACKKOWLEGEMENTS. 1 DECLARATION i LIST OF TARLES Errar! Bookmark not defined.
LIST OF FIGURES Errart Baokmark not defined. LIST Ol' APPENDICLS.đứrrar! Bookmark not defined. The rationale of the study 1 2. Purpeses oF the study and research questions.
Scope of the study 3 4. Significance of the study - - - - 4 b=. Orgarnzalion of the study $ Chapter 2: LITERATURE REVIEW. Roles of feedback m tcachimg ESL/EEL wrTttng,.
co: sccccc sex 3. Types of feedback - - - - - 8 3. 8Uudent-Icacher con[bTeTiCing. Teacher written feedback.4, Computer- assisted feedback.
- - - 13 ACKNOWLEGE NTS I would like to express my deepest thanks to my supervisor, Dr. To Thi Thu Huong, for her invaluable support, useful guidance and comments, 1 am truly grateful to her advice and suggestions right from the beginning when this study was only in its formative stage. T would also express my gratitude to all the teachers of English at College of Technologies and Foonomics in Trade for their constant suppor! as well as suggestions for this paper Fspecuilly. Tam grateful to the students in the three classes which T am in charge for their actively taking part in completing the writing tasks and answering, the survey questionnaires.
Without their help, this study could not have been completed, Finally, my special thanks go to my family and my friends who have been beside me and have encouraged me a tot. lo [uHlill my study ACKNOWLEGE NTS I would like to express my deepest thanks to my supervisor, Dr. To Thi Thu Huong, for her invaluable support, useful guidance and comments, 1 am truly grateful to her advice and suggestions right from the beginning when this study was only in its formative stage. T would also express my gratitude to all the teachers of English at College of Technologies and Foonomics in Trade for their constant suppor! as well as suggestions for this paper Fspecuilly.
Tam grateful to the students in the three classes which T am in charge for their actively taking part in completing the writing tasks and answering, the survey questionnaires. Without their help, this study could not have been completed, Finally, my special thanks go to my family and my friends who have been beside me and have encouraged me a tot. lo [uHlill my study opportunity for them to practice writing essays with different patterns of development. Teaching English writing is nol.
an easy task for FST. toachers as it involves various processes which require teachers to devote a lot of time to helping students write better. Planning what to teach within a particular curriculum is only a part of the lask. Besides, they have to constder the different.
approaches thal gleaned from theories and researches on teaching writing in ESL contexts. ‘Teachers also spend a greal. deal of Iime im the post-wrilimg process grading sluderts’ composilions in detail. Especially, it is the teachers’ jobs to sclect the approach that best fits the learners’ needs and create a motivating environment, and facilitate the learning -to- write activ: :.
The teacher can do so by widening the area of interaction between him and his students. The best means for teacher-student interaction may be insightful feedback which helps both improving students’ writing production and motivating them to be independent writers. Therefore, most teachers believe that feedback is an important aspect of teaching of writing. However, providing effective feedback is one of the many challenges that any wriling loacher faces.
classroom, fecdback practices can be even more challenging. Ieachers and students agree that teacher written feedback is a crucial part of the writing process (Cohen& Cavalcanti, 1990).
