VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY GF LANGUAGES ANT INTERNATIONAL STUDIES, FACULTY OF POST- GRADUATE STUDIES Pet of THESIS SUMMARY Title: TEACHERS’ CORRECTIVE FEEDBACK ON THE I 1th FORM STUDENTS’ WRITING AT NGO GIA TU HIGH SCHOOL, BAC NINH (Nghi*n cøu thùc tring vide phYn hai chta lgi cha gi,o vitn xn bpi vidt cia hdc sinh lip 11 tr-6ng THPT Ng« Gia Ta, Byc Ninh) MA. Minor Thesis Ficld ; English Teaching Mcthodology Code : 601410 By : Trần Fhị Hường Supervisor: NguyÖn Thup Ph-¬ng ban, MA Hanoi, 2011 iii ABSTRACT Although teachers? response to student writing plays an imporlant role in (caching writing, il is usually neglected by teachers especially at high school level. In an effort to investigate the reality of teachers’ corrective feedback on the 11" form student writing and students’ opinions on what they receive, the rescarch was carricd out with participation of 90 grade 11 students and 10 teachers at Ngo Gia ‘Tu high school in Bac Ninh This is a survey research with Utree main instruments, The first one is the survey questionnaire for teachers and studonls which was cmployed to collect information aboul how teachers gave fectlback on the student writing and students’ opinions on what they received. The other two were the direct interview with two teachers and the document analysis of the teacher corrective feedback on students’ writing papers in practice.
This helped the rescarcher to get further information to justify the results of the survey questionnaire. The findings ofthe study revealed that there existed a lot of problems concerning Ieachers` responding methods, their feedback focus, their frequent types and forms as well as their help for students’ process of teachers’ feedback. The results also showed the snismatch between what the teachers offen give and what the students would like to get. Fthermore, the study recommends several important directions with the hope to be ablz to improve the teacher’s fecdback, to help the students process the feedback more effectively and thus to create a good cooperative working environment for teachers and studenls to teach and io tearn wriling mare successfully TABLE OF CONTENTS DECLARATION “ ACKNOWLEDGEMENTS H ABSTRACT TABLE OF CONTENTš.
LIST OF TABLES AND CHARTS. " VI PART ONI : NTRODUCTION | 1. Airns of the study. IIL Research questions Re IV.
Method of the study. Scope of the study. Significance of the study VIL. Design of the study.
ew PART TWO ; DEVELOPMENT. CHAPTER b LITERATURE REVIEW. Theoretical backgrounds to the teaching writing L. Definitions of writing he 1.
Approaches to leaching writing 1.2, The text-based approach v.2, The genve-based approach 1 AAW 1.3, The provess approche seve 1. Theoretical backgrounds to teachers’ feedback. Definitions of feedback 1. The benefits of teachers” auđhnok tơ vriting, 90 1.
Approaches to feedback giving. Single-draft approach vi APPENDICIS LIST OF TABLES AND CHARTS. Teachers’ purposes of giving fesđbadk,. Times of teacher feedback on each assignment.
Prequency of teacher feedback types Table 2.3, Focus of teacher feedback ‘Table 2.4, Forms of teacher feedback Chart 2. Teachers’ treatment with too many errors in the student writing, Chart 2. The importance of teacher feedback. Students’ expectation for frequency of teacher feedback on each assignment Chart 2.
Students’ reading of teacher feedback Table 2. Students’ expectation for teacher feedback types ‘Table 2.6, Students’ expectation for the focus of teacher feedback. Tabl sfuiness of teacher feedback forms as perceived by students Table 2.8, Students’ expectation for teachers’ treatment with too many ervors on writing. 5 ‘What writing is and how it is developed has been a subject of discussion and debate for centuries, which shows a lack of consensus as to what if is and reflects the complexity of the writing process.
Traditionally, rescarchers focused mainly on for and the final product, while current research in composition emphasizes the composing process and strategies that are utilized by writers to attain the final product. In this part, the researcher quoted some definitions of writing of difforent authors (Byme (1991, p. Approaches to teaching writing The (caching of writing which is # vast and complex subject hes long been ø central cÏzrucnl in all-educational systems. Also a number of conflicting views of the best ways to teach writing have been presented.
Raimes (1992) identifies three principle ways of approaching the task; matncly; Ihe Lext-based approach, the genre basci-approach and the pra approach 1.2, Theoretical backgrounds to teachers’ feedback 1. Definitions of feedback Up to the present, responding lo the student writing, including giving feedback is one of the thos controversial topies in second language instruction and theory. There have been few attempts to define the term “feedback” in teaching writing, researchers seem to have reached a consensus of the nature and function of focdback. Feedback as viewed by Fumborough and Truman (2009) entails the existence of gaps between what has been learned and the target competence of the learners, and th Torts undertaken to bridge these gaps.
294) suggests that feedback is “input from a reader to a writer with the effect of providing information for revision", Additionally. Renandya and Richards (2002) state that: “for students who write only one draft, which is then graded by the teacher, feedback on what is wrong in the composition comes too late", This means that feedback should be provided in the “process of writing” rather than in the “single act of producing a text” 1. Fhe benefits of teachers’ feedback to writing Lewis (2002) sums up the five benelits of giving feedback. First, Feedback provides information for teachers and students.
Second, feedback provides students with advice about learning. 'hird, fecdhack pravides students with meaning fal and individual language input, Fourth, feedback is a form of motivation Finally, feedback can lead students towards autonomy. Oue long-term purpose of feedback is to lead students to the point where they can find their own mistakes. In 6 many cases, teachers indicate the place and type of exror without correcting or underlining.
They require students to find and correct the mistake themselves.3, Approaches to feedback giving 1. The single-draft approach: This approach is popularly used in traditional classes whare teacher's written feedback seems straightforward.2, The nuitiple-craft approach: ‘he multiple-drait approach is applied in “process writing” classes where students may wrile several drafls which are tead and commented on or sditsd by the teacher. Thon students are required to re-write, using the feedback offered by teacher.4, Types of teacher feedback Teachers’ feedback em be conducted in many ways: dinlog journals, wrillen comments on students' draft or student-teacher conterences,. However, the author of this study addresses some types of teacher's written feedback and how these types influence the student revision.44, Formative feedback versus summative feedback 1.2, Negative feedback versus positive feedback 1.
Facus of teacher feedback More cvidenes of progress and highar quilily of tha writing as a whole has beon obsorved in groups of students who receive feedback on content only or combination of both content and grammar (ierris and Lledgeock, 198). ‘This finding suggests that feedback needs to foous more on vortignt thant on form, or a. combinalion of both 1.6, Forms of teacher feedback According to Fertis (19 teacher feedback generally operates within firur basic syntactic forms: question, statement, imperative, and exclamation, which present different pragmatic aims such as giving or asking for futher information, making request for revision, giving positive feedback. It is true that the composition teachers can use these forms to provide feedback to their students Howaver, they should be aware of Ihe potential problems thal cach form presents.
In addition, Hendrickson (1976) suggests language teachers use various direct and indirect techniques when providing feedback to students” writing, 1. Tssues in the teachers’ written feedback 12.2, Appropriating students’ texts 2 PART ONE: INTRODUCTION I. Rationale Language cducators hav: long used the concepts of four basic language skills: listening, speaking, reading and writing. Among such four skills, writing is considered as a productive skill in the written mode.
Writing helps students learn. It helps reinforce the grammatical structures, idioms and vocabulary that students have taught. They also have a chance to be adventurous with the language, to go beyond what they have just learnt. When writing, they necessarily become very involved in the new language, the effort ly express ideas With all the importance mentioned above, developing second language (1.2) writing proficiency is now central to the teaching of English as a foreign language (EFL).
However, how to improve students’ writing seems to be very difficult. In many cases, students would need intervention from their teachers in terms of not only writing instructions but also thei: comments on the strengths and weeknesses, which will make students know how to go about improving themselves and become effective writers. 115) noles, “second language writers often henefit most and make the mosi progress when teachers contribute to this goal through a variely of iatervention strategies available in classroom settings”. ‘Thus, teachers’ feedback can be considered as a pedagogical fool for the students” writing improvement.
Good feedback gives students stinmlation for revision and motivation to maintain their interest in writing. ‘The use of teacher feedback in writing classrooms has been generally supported as a potentially valuable aid for ils social cognitive, affective and methodological benefiis (Merlin, (1986), Radecki and Swales (1988), Hedge (2000), Feris and Roberts (2004)). They all believe that teacher feedback is very important and has a great influence on the success of teaching and learning writing. However, such information is not always clear out.
Many slndies on this area so far have shown that there has been a lack of consensus over how teachers should respond to the students’ writing, Although teachers” feedback plays such an essential parl in teaching wriling, mos! teachers especially high school ones do not pay much attention to this issuz. At Ngo Gia Tu high school, there have been. few attempts to investigate feedback in general and teachers’ corrective feedback in particular to explore which aspeets of wriling theory work in practic: and which aspects teachers may need to adapt or modify in order to better serve their Iearners’ needs. The above reasons have urged the author, a teacher of English at Ngo Gia Tu high school, to carry out a study on teachers’ corrective fecdback in an attempt to gt truthfial information on 5 ‘What writing is and how it is developed has been a subject of discussion and debate for centuries, which shows a lack of consensus as to what if is and reflects the complexity of the writing process.
Traditionally, rescarchers focused mainly on for and the final product, while current research in composition emphasizes the composing process and strategies that are utilized by writers to attain the final product. In this part, the researcher quoted some definitions of writing of difforent authors (Byme (1991, p. Approaches to teaching writing The (caching of writing which is # vast and complex subject hes long been ø central cÏzrucnl in all-educational systems. Also a number of conflicting views of the best ways to teach writing have been presented.
Raimes (1992) identifies three principle ways of approaching the task; matncly; Ihe Lext-based approach, the genre basci-approach and the pra approach 1.2, Theoretical backgrounds to teachers’ feedback 1. Definitions of feedback Up to the present, responding lo the student writing, including giving feedback is one of the thos controversial topies in second language instruction and theory. There have been few attempts to define the term “feedback” in teaching writing, researchers seem to have reached a consensus of the nature and function of focdback. Feedback as viewed by Fumborough and Truman (2009) entails the existence of gaps between what has been learned and the target competence of the learners, and th Torts undertaken to bridge these gaps.
294) suggests that feedback is “input from a reader to a writer with the effect of providing information for revision", Additionally.
