BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES _________________ GRADUATION THESIS TOPIC: AN INVESTIGATION INTO ENGLISH - MAJOR STUDENTS’ PERCEPTION OF TEACHER CORRECTIVE FEEDBACK ON ACADEMIC WRITING AT THE FACULTY OF FOREIGN LANGUAGES AT BANKING ACADEMY Student : Luu Thi Tam Class : K21ATCB Academic year : 2018 - 2022 Student ID : 21A7510118 Advisor : Ms Nguyen Thi Thu Trang (MA) Hanoi, May, 2022 17014125821301000000 DECLARATIONS I declare that this graduation thesis is the result of my own research under the instruction of Ms. Nguyen Thi Thu Trang. The research contents and results are almost entirely my own work and have never been published or submitted in any previous works. The references are properly cited as prescribed in the reference section.
Hanoi, 22th May, 2022 Signature Luu Thi Tam i ACKNOWLEDGMENTS Being able to complete this thesis makes me very proud of myself, and this thesis is also considered the greatest achievement that I got during my studying time at Banking Academy. However, without the help of many people, I would not be able to accomplish it. First of all, I would like to give my sincerest gratitude to Ms. Nguyen Thi Thu Trang for her expert guidance during this difficult journey of finishing my thesis.
She energetically directed me, gave me valuable feedback on the research I have worked with. The thesis would be impossible to complete without her supervision and dedicated support. Additionally, I would like to express my thank to my family and friends for always supporting, comforting, and encouraging me to complete this thesis. Finally, I would also like to thank all the students who participated in the questionnaire for the thesis.
Their contributions were integral to the research. Hopefully, this thesis will provide important information to read, even though it is far from flawless. Furthermore, any comments, thoughts, or recommendations for improving this thesis are appreciated. ii LIST OF ABBREVIATIONS WCF Written corrective feedback L2 Second Language ESL English as a Second Language GEPT General English Proficiency Test's EFL English as a Foreign Language SPSS Statistical Package for Social Sciences iii TABLE OF CONTENTS Chapter I.
Background of the Study. Objective of the thesis. Significance of this study. Scope and Limitations of the Thesis.
Structure of the Thesis. Definition of Academic writing. Teacher written corrective feedback. Types of teacher written corrective feedback.
Importance of teacher written corrective feedback. Teacher WCF raised students’ linguistic accuracy level. Corrective feedback enhance students’ motivation. Corrective feedback improves students’ and teachers' relationship.
Issue in teacher written corrective feedback. Students' attitudes towards and preferences of teachers’ giving CF. Procedure of data collection. Participants and sample description.
23 iv Chapter IV. DATA ANALYSIS AND DISCUSSION. Participants' background information. Reliability of the Measurement.
Below demonstrates the reliability degrees by questionnaire section. Results on frequencies of direct teacher corrective feedback that students get in academic writing. Results on frequencies of indirect teacher corrective feedback students get in academic writing. Students' perception of teacher written corrective feedback in academic writing.
CONCLUSION AND RECOMMENDATION. Summary of the results. Suggestions for the next studies. 43 v LIST OF TABLES Table 3.
Number of students in each academic year. Cronbach's Alpha computed summary statistics. The corrected item - total correlation of section 2. The corrected item - total correlation of section 3.
The corrected item - total correlation of section 4. Frequencies of direct corrective feedback by teachers. Frequencies of indirect corrective feedback by teachers. Students' perception on teacher written corrective feedback.
34 vi LIST OF FIGURES Figure 2. Teacher written corrective feedback. Frequencies of direct corrective feedback by teachers (in percentage). Frequencies of indirect corrective feedback by teachers (in percentage).
Perceived feedback of teacher corrective feedback (in percentage). 36 vii ABSTRACT The title of the thesis: An investigation into English-major students’ perception of teacher correctiv e feedback on academic writing at the Faculty of Foreign Languages at Banking Academy”. Author: Luu Thi Tam Advisor: Nguyen Thi Thu Trang Keywords: Writing skill, feedback, written corrective feedback Abstract: This research paper aims to determine English-major students’ perception of written corrective feedback in the Faculty of Foreign Languages at Banking Academy. 187 students who have completed academic writing classes responded to the online questionnaire.
A coherent framework is deployed to rank frequencies of direct and indirect corrective feedback given by teachers and then find out students' attitudes towards these feedback. The results show that English-major students at Banking Academy value direct corrective feedback more than indirect one. It also indicates that students are looking forward to getting feedback from their teachers and that feedback is helpful in improving their writing skills. Nevertheless, there remain some problems related to the color-coding of the feedback and the time of feedback given to students.
From the findings, the author has made several practical suggestions that could help teachers and English-major students improve their academic writing skills such as teachers should apply more indirect corrective feedback in order to enhance students’ cognition and become self-sufficient and responsible learners. The timing of giving feedback also should be as soon as possible and the color-coded feedback should also be reduced. INTRODUCTION This first chapter introduces the background information, research aims, research questions, as well as the importance and organization of the study. It also emphasizes the scope and limits of the investigation.
Background of the Study English has been increasingly popular in recent decades, and played an increasingly important role in communication. The value of English has grown even more as the globe has become more integrated and international enterprises have penetrated the Vietnamese market. English allows countries with different languages to conduct international trade and diplomacy, allowing for the flow of science, technology, commodities, and labor resources. Employees with strong English will be readily organized to work with overseas partners, and global areas, and will find it extremely simple to grow in their careers.
As a result, it is critical for individuals to increase their understanding of other languages, particularly English, in order to fulfill the demands of modern society and to improve living conditions. English is now considered a compulsory subject in Vietnamese schools. When it comes to English, there are four main skills that students are expected to master: speaking, reading, listening, and writing. Among these skills, second-language usage learners regard writing skills, particularly academic writing abilities, to be at a critical and difficult level.
As one of the top universities in Viet Nam, Banking Academy also places a premium on students' English skills and therefore, established the Faculty of Foreign Languages to provide specific English in finance. Therefore, the teachers’ written corrective feedback in those writings is considered very important in order to enhance students’ writing abilities. In order to gain a more comprehensive and detailed 1 understanding of the current situation of teacher-provided written corrective feedback in academic writing classes in The Faculty of Foreign Languages at Banking Academy, the topic “An investigation into English-major students’ perception of teacher corrective feedback on academic writing at the Faculty of Foreign Languages at Banking” was chosen. The goal of the research is to figure out students’ perception of their teacher's written corrective feedback.
Some remedies will be suggested based on the research findings. Objective of the thesis The research aims to identify English-major students’ perception of teachers given written corrective feedback in academic writing classes in The Faculty of Foreign Languages at Banking Academy. Therefore, some recommendations would be proposed to enhance the effectiveness of corrective feedback. To achieve this purpose, current ATC students of different years are asked to appreciate various components of their teachers’ feedback.
The study is being undertaken in the hopes of assisting instructors and students in determining the most effective feedback approach for improving academic writing skills. Research questions This study aims to address the question how English-major students perceive teacher corrective feedback in academic writing. Significance of this study The findings of this study may hopefully be useful for both students and teachers since they can provide some insights about giving corrective feedback to students in academic writing class. Firstly, this research specifically identifies the frequencies of students receiving different types of feedback from their teachers and detects students' preferred feedback type.
From these findings, aspects that may 2 influence the efficacy of feedback on students' writing are recognized and then allow teachers to build a relevant and helpful feedback technique. As a result, teachers can easily improve students’ writing ability. Finally, in this study, some recommendations will be made with the aim of helping students and teachers overcome negative of written feedback. Scope and Limitations of the Thesis The study looked at students majoring in English in the Faculty of Foreign Languages at Banking Academy to see how they perceive corrective feedback delivered by teachers in academic writing courses.
A survey was undertaken to gather information about learners’ perceptions of teacher remedial feedback. The study article does, however, have certain drawbacks. First, the research's findings may be less compelling due to the limited number of participants (187 students from Banking Academy). Secondly, because of Covid-19's complicated situation, certain beneficial research instruments such as interviews and writing tests were unable to be used to produce a more thorough study outcome.
Structure of the Thesis The study is divided into five sections, as follows: Chapter 1 (Introduction) provides a critique of the study's background material, including the reason for the topic decision, the study's aims, its importance, and scope and limitations. Chapter 2 (Literature review) explained the compatible theories related to teacher written corrective feedback, issues faced by students when getting corrective feedback, and previous studies by other researchers. 3 Chapter 3 (Research methodology) outlines the research's background, participants, as well as the main data collection technique. Chapter 4 (Finding and Discussion) presents statistical analysis and discusses a comprehensive explanation of the findings.
Chapter 5 (Summary and Recommendation) summarizes the study findings, which will serve as the framework for making suggestions. In addition, the chapter identifies shortcomings and potential to further research. Introduction This chapter contains a review and analysis of relevant literature, which gives a quick look at the current state of the research topic. This chapter conceptualizes teacher written corrective feedback (WCF), including its definitions, types of teacher WCF, its importance to learners, some common problems, and students' perception of teacher WCF.
Definition of Academic writing Writing, as a tool for the formation of ideas and the consolidation of language growth, is considered one of the most important inventions in human evolution, according to Robert (1990). Writing is also one of the ways to express yourself; however, second language learners, mastering challenging abilities is a challenge. Academic English, according to Gersten et al. (2007), is the school-based language associated with lengthy, reasoned conversation.
Academic writing is a writing focuses on presenting the topic rather than expressing ideas by using the third person and a formal tone. The author writes in a scholar style, using only the most appropriate words and avoiding jargon, slang, and abbreviations. The academic text can be described as linear, with a thesis and supporting arguments that contribute to the primary line of argument, and no off-topic or redundant material. Its primary objective is to disseminate knowledge rather than entertain.
Academic writing, according to Irvin (2010), is a method of assessing students by showing their understanding and proficiency of specific skills in analyzing, understanding, and presenting.78) emphasizes the importance of 5 clearness and economy in academic writing, stating that "well-ordered logical exposition, concision of lexical choice, clarity and economy in style continue to be the rhetorical norms of academic pedagogy will contribute to a smooth, functioning reading. Corrective feedback Feedback can be defined as the information given to the students as to how their skills can be improved.