BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGOẠI NGỮ Sinh viên : Phạm Thị Ngọc Giảng viên hướng dẫn: Th.s Phan Thị Mai Hương HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- A STUDY ON SECOND YEAR ENGLISH MAJORS’ PERCEPTION TOWARDS TEACHERS’ ORAL FEEDBACK IN SPEAKING LESSONS AT HPU KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGOẠI NGỮ Sinh viên : Phạm Thị Ngọc Giảng viên hướng dẫn: Th.S Phan Thị Mai Hương HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Phạm Thị Ngọc Mã SV: 1412401181 Lớp: NA1802 Ngành: Ngoại Ngữ Tên đề tài: A study on second year English majors’ perception towards teachers’ oral feedback in speaking lessons at HPU NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp.
CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:. Người hướng dẫn thứ hai: Họ và tên:.
Học hàm, học vị:. Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày … tháng …. Yêu cầu phải hoàn thành xong trước ngày ….
năm …… Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày. Hiệu trưởng GS.NGƯT Trần Hữu Nghị ABSTRACT This Graduation thesis studies on 2nd year English major students’ perception towards Teachers’ oral feedback in speaking lessons at Hai Phong Private University. The thesis is divided into four parts. The first part is the introduction of the study.
The second part presents literature review of feedback and oral feedback in speaking lessons. The third part shows the results of the research and the final part is the conclusion and some suggestions from the study. The aim of this thesis is to describe the 2nd year English major students’ perceptions towards the use of oral feedback provided by the Teacher in speaking lesson. The methodology in this research is quantitative methodology with three data collecting techniques: questionnaire, interview and class observation.
The result of data in this study shows that almost all of the students have positive attitude while there are only very few number of students have negative attitude towards the feedback provided by the teacher in speaking lessons. Regarding to the result, the author give some suggestions for English teachers, students and the future researchers at the end of paper. 1 ACKNOWLEDGEMENTS A completed study would not be done without any assistance Hence, I would like to express my deepest appreciation to all those who provided me the possibility to complete this thesis. The greatest thank I address to my advisor Ms.
Phan Thi Mai Huong who has generously given me invaluable assistance and guidance. Besides, I would love to send my sincere thanks to English Department – Hai Phong Private University, especially to all the teachers for the lectures supporting this study. Simultaneously, I also deliver my thanks to all students of K21 – English Department at Hai Phong Private University, who were willing to help me fulfill the survey questionnaire, attend my interview for my analysis and supported me throughout my study. Last but not least, I am grateful to my family and friends who have given me much encouragement during the time I carry out and accomplish this Graduation thesis.
Hai Phong, August 2019 Student Ngoc Pham Thi Ngoc 2 Table of Contents ABSTRACT .1 Rational for the study: .2 Aims of the study.3 Research Questions of the study.8 CHAPTER 2: LITERATURE REVIEW .1 Definition of feedback .2 Oral feedback and Written feedback. Reasons for giving oral feedback. Feedback in speaking lesson .1 Feedback in Relation with students’ motivation. Positive characteristics of feedback in building students’ motivation.
Feedback in Relation with Students' Accuracy and Fluency. Encouraging the students to apply the feedback given .14 CHAPTER 3: RESEARCH METHODOLOGY .1 Context of the research: .2 Instruments of data collection .3 Method of study .4 Procedure of data collection. Findings and Discussion .1 Students’ perception related to oral feedback, students 'motivation, and students’ self- confidence.1 Students’ perception about oral feedback’s motivation to increase students’ ability in speaking English .18 3 Chart 1: Percentage of students feeling that feedback motivates them to increase their English speaking ability.2 Students’ perception about oral feedback’s motivation to increase students’ confidence in speaking English.3 Students’ perception related to the praise given by the Teacher .4 Students’ perception about the excessive oral feedback and students' inferiority .3 Oral Feedback in relation with Students’ Accuracy and Fluency .4 Encouraging the students to apply the oral feedback given .2 Suggestions from the study .3 Limitations of the study .1: QUESTIONNAIRE FOR STUDENTS .35 4 LIST OF ABBREVIATION Etc Et cetera Vân vân Hai Phong Private Đại Học Dân Lập Hải HPU University Phòng Pp. Exempli gratia Ví dụ 5 List of charts Chart 1: Percentage of students feeling that feedback motivates them to increase their English speaking ability.
Chart 2: Percentage of students finding the teacher’s oral feedback increases their confidence in English speaking. Chart 3: Students’ perception related to the praise given by the teacher Chart 4: Students’ perception about the excessive feedback. Chart 5: Students’ perception that feedback makes them feel inferior Chart 6: Students’ perception related to the students’ weaknesses, strengths, and improvement strategy contained in teacher’s oral feedback Chart 7: Students’ perception related to the focus of the feedback given. Chart 8: Students’ perception about their awareness, understanding, and application of feedback Chart 9: Students’ perception towards teachers’ sensitivity in delivering feedback 6 CHAPTER 1: INTRODUCTION 1.1 Rational for the study: In the tendency of integration of the global economy, English has become the global language means for multinational and multicultural communication.
With the rapid development and expansion of informatics technologies, it is the most widely spoken foreign language in the world. Nowadays, it plays a vital role in many fields in the life including tourism business, foreign trade, science, technology, education, entertainment and so on. In Vietnam, English is known as a key language tool to success in science technology and get in touch on an international level. It is undeniable that the importance of English has increased day by day in Vietnam.
The number of English speakers has been on the rise for many years. Therefore, there has been an explosion in the need of teaching and learning English in Vietnam. Of four English skills, it can be said that Speaking is the skill that a large number of Vietnamese students meeting difficulties in learning. The fact that there are many students are very good at Grammar or reading skills; however, they don’t speak English really well.
One of the main reasons of this fact is that they are not confident when talking in English with others or performing in front of the crowd. When I was a high school student, I experienced a feeling that some of speaking teachers’ oral feedback, which was not clear and mainly focus on my weaknesses, caused me some drawback. At that time, instead of improving my speaking skills, the provided feedback seemed to lower my motivation. As a result, I rarely put speaking teacher’s into my consideration, although I did want to improve my speaking skills.
However, everything is totally different when I entered university. My speaking English Teacher’s oral feedback encouraged me so much. After my performance, she often pointed out the strong points first, gave me some praise to encourage me , then she gently mentioned what I wanted to improve. She also guided me how to correct / improve my mistakes.
Surprisingly, I started being interesting in speaking English again, and following the Teacher’s instruction to practice speaking English. The result was that my English speaking skills was much improved. My experiences show that my perception towards speaking teacher’s oral feedback has influenced the way I respond to feedback. My own experiences also urged me to read and study on students’ perception towards teacher’s oral feedback in speaking classes.
I found that many authors proved that students’ perception was crucial because it affected the way students react towards the feedback provided. In other words, students’ perception is an important part of learning process because it directly affects to the learning result. According to Cook 7 (1994), perception guides people’s behavior. More broadly, Kreitner (1992) believes that perception will also lead to the change of attitude, motivation and behavior.
From those two experts, it is clear that students’ perception will both guide the behavior and change the attitude, motivation, and behavior of the students. Moreover, motivation is considered as an essential part in students’ perception. Dörnyei (2001) suggests that it has a very vital role in determining success of failure in any learning situation. Considering the importance of students’ perception, Lee ( 2008) warns teachers not to ignore the students ‘ perception because they may risk themselves of continually using counterproductive strategies if they don’t understand how students feel about and respond to teacher oral feedback.
My experiences and what I read about students’ perception towards oral Teacher’s feedback in speaking class lead me to the curiosity how the students at HPU feel when receiving the speaking Teacher’s oral feedback. I wonder whether they share the same feelings with me, the feelings caused by how I perceived the way used by my teachers in giving the feedback and the content of it. This is the main reason why I chose to wrote my graduation paper with the title : “ A study on second year English majors’ perception towards Teachers’ oral feedback in speaking lessons at HPU”.2 Aims of the study Since the problems aroused are due to the fact that oral feedback affects to students’ perception, this paper is aimed to: - Cover background knowledge of feedback, types of feedback and feedback characteristics in speaking classes - Investigate the students’ perception towards teachers’ oral feedback in speaking class. - Give some suggestions for the teacher and the students to take full advantages of oral feedback.3 Research Questions of the study Determining factors related to students’ perception towards Teachers’ oral feedback in speaking class are used as the framework in this paper in order to elicit students’ perceptions.
Those factors are students’ motivation, positive characteristics of feedback in building students’ motivation, feedback in relation with students’ accuracy and fluency, and encouraging students to apply the feedback. There are four research questions of this study: how are the students’ perception towards teachers’ oral feedback in speaking class in relation with their motivation?; How are students’ perception towards teachers’ oral feedback in speaking class in relation with positive characteristics of feedback in building their motivation?; How 8 are students’ perceptions towards teachers’ oral feedback in speaking class in relation with the students’ encouragement in applying the feedback given?.4 Design of the study This study consists of four chapters: Chapter 1: Introduction: includes the rationale to the study, aims of the study and design of the study. Chapter 2: Literature Review: This chapter is divided to 2 main parts. The first part presents definition of feedback, comparison between oral feedback and written feedback and reasons for giving oral feedback.
The second part mentions determining factors related to students’ perception towards Teachers’ oral feedback in speaking class as bellows: 1. Feedback in Relation with Students’ Motivation 2. Positive characteristics of feedback in building students’ motivation 3. Feedback in Relation with Students 'Accuracy and Fluency 4.
Encouraging the students to apply the feedback given Chapter 3: Research Methodology: includes 2 main parts.