VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES OF of 248 of 18 of đặc os os os oss is Is 2k 2k oe 2k 2k CHU THI HIEN EXPLORING STUDENTS’ ENGAGEMENT WITH WRITTEN CORRECTIVE FEEDBACK THROUGH EXPLORATORY PRACTICE WITH GRADE 11 STUDENTS. qua thực hành khám phá với học sinh lớp 11) M. MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI - 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES OF of 248 of 18 of đặc os os os oss is Is 2k 2k oe 2k 2k CHU THI HIEN EXPLORING STUDENTS’ ENGAGEMENT WITH WRITTEN CORRECTIVE FEEDBACK THROUGH EXPLORATORY PRACTICE WITH GRADE 11 STUDENTS. qua thực hành khám phá với học sinh lớp 11) M.
MINOR PROGRAM THESIS Field: English Teaching Methodology Code: 8140231. Le Van Canh HANOI - 2024 DECLARATION OF AUTHORSHIP I declare that the thesis entitled “Exploring students’ engagement with written corrective feedback through exploratory practice with grade I1 students” is my own work in the fulfillment of the requirement for the Degree of Master at Faculty of Postgraduate Studies, University of Languages and International Studies, Vietnam National University. Except for quotations and citations which have been acknowledged, this thesis does not contain published materials and credited thesis. Hanoi-2024 Approved by SUPERVISOR Student’s signature LE VAN CANH CHU THI HIEN ACKNOWLEDGEMENTS I would like to take this opportunity to convey my deepest gratitude to the people who helped make this project a reality by providing me with substantial inspiration and support.
First and foremost, I would like to express my profound gratitude to the Faculty of Postgraduate Studies, ULIS, VNU, for granting me a chance to finish this thesis. Second, I would like to express my most sincere appreciation to Assoc. Le Van Canh for all the support I have received from him both intellectually and spiritually. Throughout the course of the research, his guidance has been invaluable in getting my work off to the appropriate start, keeping me motivated to continue through each phase of the research until the end.
Without his kind and wise counsel, I would never have been able to get this project completed. Additionally, from the bottom of my heart, I am deeply grateful to my beloved family members, my dearest teammates and colleagues who are always willing to give their love and assistance. Their support means tremendously to me and serves as a great source of motivation and inspiration that drives me forward the whole time. Last but not least, I would like to thank myself for always working hard and never giving up despite all the hardships I encountered along the way.
Working on this project, I have noticed myself growing in experience, resilience and competence. The project has helped me evolve into a better version of myself and I am greatly thankful for that. li ABSTRACT Writing has always been regarded as a crucial but hard-to-deal-with skill of English. Students have to struggle to create your own writing, so it is necessary to help them improve this skill.
One of the most popular way to do that is giving written corrective feedback. This study aims to investigate grade 11 students’ cognitive, affective and behavioral engagement towards teacher’s feedback and the relationship between the level of engagement and their improvement. Forty two students who have just finished their first semester participated in the research. The findings identify students’ cognitive, affective and behavioral engagement through a questionnaire and the engagement which plays the most important role in improving students’ writing.
Afterward, there are some recommendations for both teacher and students to help foster students’ writing. Keywords: written corrective feedback (WCF), students’ engagement, behavioral engagement, cognitive engagement, affective engagement, improvement. 1H TABLE OF CONTENT DECLARATION OF AUTHORSHIP. LH HH HH HH HH Hệ ii.
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Written corrective feedback (WCEP). The ways WCF can be carried out in wriitng Ï€SSOINS. The benefits of feedback to students’ Writing. Positive attitudes towards WCTE.
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LIST OF ABBREVIATIONS WCE: Written corrective feedback CF: Corrective feedback vi CHAPTER 1: INTRODUCTION This introductory chapter presents the rationale for the study, the scope and the significance of the study. Besides, the researcher demonstrates three questions as well as indicates the aims and objectives of the study.1 Rationale for the study Writing is one of language skills that should be mastered in learning any languages, especially English. According to Sokolik (2003), writing is a combination of process and product. The process indicates the act of gathering ideas or the steps we take to produce a piece of writing and the product is considered to be the final piece of writing.
However, in the process, students have to encounter numerous challenges involving grammar, vocabulary, rhetoric or other part of language. They usually struggle to create a piece of writing and they are often in the fear of making and mistakes when writing. On the other hand, a language teacher has certain difficulties when teaching writing skill. Actually, it’s hard to teach writing skills, so what teachers can help students in writing is the way they provide strategies, format of each writing types, template or feedback to students’ written products.
Among these ways of improving students’ writing, giving feedback seems to be the most effective way. Written corrective feedback (WCF) is one of the most popular way to give students feedback on their pieces of writing. There have been many studies to explore the effectiveness of written corrective feedback (WCF). However, how second language (L2) learners engage with WCF in behavioral, cognitive and affective aspects, especially how their engagement affect their writing accuracy is still little explored.2 Aims and objectives of the study Although recent research has emphasized the importance of students’ engagement with teacher’s written corrective feedback, little research has been conducted in the context of a Vietnamese’s high school.
This study is aimed to: - To explore how students are engaged cognitively, affectively, and behaviorally with teacher’s written corrective feedback in essay writing. - To gain understanding of how the level of their engagement impacts their essay writing skill.3 Research methodology The study conducted with Grade 11 students in a Hanoi-based high school. The study adopts exploratory practice (Allwright 2003; Allwright and Hanks 2009), which intergrate research into daily teaching in order to gain understanding of a puzzle I encounter in my teaching, as a research approach. As stated in the aim of the study, the primary purpose of the study is not to find solutions to a particular problem; rather, it is aimed to gain understanding of complexity of classroom phenomena as a starting point.
In exploratory practice, data collection is intergraded into regular classroom activities. In other words, classroom activities are used as instrument of data collection. The questions that are raised in this study will be: 1. How are my grade 11 students engaged with written corrective feedback on their essay cognitively, affectively, and behaviorally? 2.
Is there any relationships between the levels of their engagement with corrective feedback and their improvement in their essay writing which particular references to their discourse competence? 1. Scope of the study The study is limited to the exploration of how students’ engagement with the teacher’s written corrective feedback on their writing skills in English in terms of grammatical accuracy. Another important aspects of writing competence such as lexical range, organization of ideas, coherence and cohesion, etc. are not considered.5 Significance of the study This research is expected to be beneficial to both teachers and students.
Firstly, students can experience written corrective feedback. In other words, they can improve their writing skill based on the effects of this process. Additionally, this study is regarded as a reference for teachers who want to adjust their teaching style. They can find what kinds of mistake students often encounter and what more effective ways should be used to improve students’ writing.
Moreover, the reflections of students’ perspectives are also necessary for teachers to make the lesson more accomplished. Last but not least, the research’s result can be helpful and beneficial in teaching and learning a foreign language as well.6 Structure of the thesis This study contains five chapters. The references and appendices are as follows. Chapter 1: Introduction This is a brief description of the research.
It also introduces the goals and the research questions , the research methodology as well as indicates the significance of the study. Chapter 2: Literature Review This chapter reviews the literature on written corrective feedback (WCF) in second or foreign language learning and teaching. This includes a review of different definitions of WCF, its role in students’ learning to write in English, types of WCF as well as some controversial attitudes towards it. Then, the chapter reviews the literature on the role of student engagement with teachers’ WCE and what has been empirically found regarding this issue.
Chapter 3: Methodology The chapter describes the strategy and methodology used in the study. It also includes the method of data collection, and data analysis. Chapter 4: Findings and Discussion This chapter presents the results of data analysis and the discussion of these results. Chapter 5: Conclusions All the main issues are summarized to give conclusions.
In addition, some certain limitations of this study are pointed out. Last but not least, the recommendations are provided for further research.7 Summary The first chapter was the introduction of the study. In this chapter, the rationale for the research was described. Besides, the author presented main objectives and two research questions.
The study was expected to be helpful for both teachers and students, so the significance of the study was mentioned clearly.