VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, LE WAT DOAN THE STUDENTS’ ATTITUDES FOWARDS TEACHERS’ WRITTEN FEEDBACK STRATEGIES ON THEIR WRITINGS AT VOCATIONAL COLLEGE OF POSTS AND TELECOMMUNICATIONS (Thai độ của sinh viên đối với cách thức phan hai dudi dang viết của giáo viên trên bài viết của sinh viên trường Cao đẳng nghề Bưu Chính Viễn Thông) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2016 VIETNAM NATIONAL. UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, L&E HAI DOAN TOE STUDENTS’ ATTITUDES TOWARDS TEACHERS’ WRITTEN FEEDBACK STRATEGIES ON THEIR WRITINGS AT VOCATIONAL COLLEGE OF POSTS AND TELECOMMUSICATIONS (Thai độ của sinh viên đối với cách thức phản hồi dưới dạng viết của giãn viên trên bài viết cửa sinh viên trường Cao đăng nghễ Bưu Chính Viễn Thông) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc.
Lé Tang Tién HANOI - 2016 DECLARATION 1, Lê Hải Doan, hereby declare that this thesis is my own work, and I have provided fully documented references to the work of others. In addition, this thesis has nol been submitled for assessment in other formal courses in any other umiversity. | also accept all the requirements of ULLS relating to the retention and use of M.A Graduation Thesis deposited in the library Hanoi, 2016 Lê Tải Đoàn LIST OF ABBREVIATION TERMS 12 Sccond language ESL English as a Second Language EFL English as a Foreign Language vi LIST OF ABBREVIATION TERMS 12 Sccond language ESL English as a Second Language EFL English as a Foreign Language vi ABSTRACT This study investigates the students’ attitudes towards tcachers' wrHÔticn feedback at Vocational College of Posts and ‘lelecommunications in Hanoi. The participants included 80 non-English major freshmen.
The data were collected from survey questionnaire and the interview with 12 students at different level of English proficiency. The results show that the students highly valued the importance of teacher’s feedback and had different attitudes towards each type of them, especially they proler direct feedback to the olers. ILis suggested hal the use of dircet should be maintained regularly, sa as to not only satisfy student's interests on writing, but also improve studenls’ whiting fluency by practic wriling. In terms of the students’ comprehension of teacher written feedback, the results show that most of them had difficulty in understanding uncoded and content feedback.
Based on their yesponses about. the ways Uiey deal with the feodback, they are divided into two groups: independent students who themselves tried to understand teacher written feedback through books or intemet and dependent students who asked their teacher on friends for help. Thus, il is expected that the rescarch results can provide FFT. writing teachers with pedagogical implications to improve EFL students’ writing performance iii ACKNOWLETGEMENTS Virst of all, I would like to express my sincere thanks to Associate Professor, Doctor Le Hung Tien, for the support, guidance and valuable critical feedback.
His help, stumulating suggestion and encouragement helped me a lot right from the beginning to the end of this study I would like acknowledge my thanks to the students at Vocational College of Posts and Telecommunicalions in Hanoi who helped me a lot and showed great willingness to take part in my survey. My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticisin, their imleres( and encouragement Last but not least. I want to express my deepest gratitude to my parents and friends for their love, care, tolerance and encouragement. LIST OF ABBREVIATION TERMS 12 Sccond language ESL English as a Second Language EFL English as a Foreign Language vi 3,1.
Contoxt oŸ he SEdđy. co nhe eorreierree 19 2/2. Mothods of data colleetion. con nhe nhire 2 23.2Enterviews wesc nhai "—.
Teacher wriien [eedbaok used in this shudy 33 2. Data Collection Procedure. CHAPTER 3: FINDINGS AND DISCUSSION 3. Answer to Researoh Questlon 1.
Answer to Research Question 2. Answer to Research Question 3. on in nnnnirsereee —. «cà HH gen xua 4Ù 2.
Recommendation - 4 3, Limitations of the SỈtHY. 4, Recommendations for further studies. ACKNOWLETGEMENTS Virst of all, I would like to express my sincere thanks to Associate Professor, Doctor Le Hung Tien, for the support, guidance and valuable critical feedback. His help, stumulating suggestion and encouragement helped me a lot right from the beginning to the end of this study I would like acknowledge my thanks to the students at Vocational College of Posts and Telecommunicalions in Hanoi who helped me a lot and showed great willingness to take part in my survey.
My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticisin, their imleres( and encouragement Last but not least. I want to express my deepest gratitude to my parents and friends for their love, care, tolerance and encouragement. Rationale of the study “What is the shortest word in the English language that contains the letters: abedef? Answer: Feedback. Don't forget that feedback is one of the essential elements of gond communication.” (Anonymous) Tnglish writing, going with global development, has become an important instrument for studerts to gel beer jobs.
Advice, evaluation, grades - none of Lhese may give the descriptive information that students need to reach their goals in writing. Moreover, marking student” writing is always considered one of the most difTicull tasks [or an Bnglish leacher. Afler receiving students? wrillen: work, Sher starts correcting errors, rearranging word order, leaving comments and eventually giving the mark. Some researchers in writing (Leki, 1991; Raimes, 1983) have belief in duit giving feedback is one of the imporlanl methods for leachers lo help the student writers improve their writing pieces.
Up to now, feedback used in educational context is considered as an essential part of the teaching and leaming process lo improve knowledge and skill acquisition, Although many studies have been written on the subject of error correction in writing and the question about its’ effectiveness is open-ended, we have to admit that students want feedback and teachers feel obliged lo provide iL Moreover, many studies give more altention to the importance of feedback, the ways of providing and receiving feedback and how feedback has effect on students’ writing. We can see in the study of Lee (2005), Noora (2006)“What have been neglected in those studies are preferences and attitudes of the learners and teachers towards error correction” (Katayama,2007). He also stated Differences in learners” learning styles affected the learning environment by either supporting or inhibiting their intentional cognition and active engagement”, In addition, “matching the learning styles of the students and the leaching slyle of the teacher would help improve students’ learning, altitudes, behavior, and motivation” (ertis, 2003). ACKNOWLETGEMENTS Virst of all, I would like to express my sincere thanks to Associate Professor, Doctor Le Hung Tien, for the support, guidance and valuable critical feedback.
His help, stumulating suggestion and encouragement helped me a lot right from the beginning to the end of this study I would like acknowledge my thanks to the students at Vocational College of Posts and Telecommunicalions in Hanoi who helped me a lot and showed great willingness to take part in my survey. My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticisin, their imleres( and encouragement Last but not least. I want to express my deepest gratitude to my parents and friends for their love, care, tolerance and encouragement. LIST OF ABBREVIATION TERMS 12 Sccond language ESL English as a Second Language EFL English as a Foreign Language vi PART 1: INTRODUCTION 1.
Rationale of the study “What is the shortest word in the English language that contains the letters: abedef? Answer: Feedback. Don't forget that feedback is one of the essential elements of gond communication.” (Anonymous) Tnglish writing, going with global development, has become an important instrument for studerts to gel beer jobs. Advice, evaluation, grades - none of Lhese may give the descriptive information that students need to reach their goals in writing. Moreover, marking student” writing is always considered one of the most difTicull tasks [or an Bnglish leacher.
Afler receiving students? wrillen: work, Sher starts correcting errors, rearranging word order, leaving comments and eventually giving the mark. Some researchers in writing (Leki, 1991; Raimes, 1983) have belief in duit giving feedback is one of the imporlanl methods for leachers lo help the student writers improve their writing pieces. Up to now, feedback used in educational context is considered as an essential part of the teaching and leaming process lo improve knowledge and skill acquisition, Although many studies have been written on the subject of error correction in writing and the question about its’ effectiveness is open-ended, we have to admit that students want feedback and teachers feel obliged lo provide iL Moreover, many studies give more altention to the importance of feedback, the ways of providing and receiving feedback and how feedback has effect on students’ writing. We can see in the study of Lee (2005), Noora (2006)“What have been neglected in those studies are preferences and attitudes of the learners and teachers towards error correction” (Katayama,2007).
He also stated Differences in learners” learning styles affected the learning environment by either supporting or inhibiting their intentional cognition and active engagement”, In addition, “matching the learning styles of the students and the leaching slyle of the teacher would help improve students’ learning, altitudes, behavior, and motivation” (ertis, 2003). Rationale of the study “What is the shortest word in the English language that contains the letters: abedef? Answer: Feedback. Don't forget that feedback is one of the essential elements of gond communication.” (Anonymous) Tnglish writing, going with global development, has become an important instrument for studerts to gel beer jobs. Advice, evaluation, grades - none of Lhese may give the descriptive information that students need to reach their goals in writing.
Moreover, marking student” writing is always considered one of the most difTicull tasks [or an Bnglish leacher. Afler receiving students? wrillen: work, Sher starts correcting errors, rearranging word order, leaving comments and eventually giving the mark. Some researchers in writing (Leki, 1991; Raimes, 1983) have belief in duit giving feedback is one of the imporlanl methods for leachers lo help the student writers improve their writing pieces. Up to now, feedback used in educational context is considered as an essential part of the teaching and leaming process lo improve knowledge and skill acquisition, Although many studies have been written on the subject of error correction in writing and the question about its’ effectiveness is open-ended, we have to admit that students want feedback and teachers feel obliged lo provide iL Moreover, many studies give more altention to the importance of feedback, the ways of providing and receiving feedback and how feedback has effect on students’ writing.
We can see in the study of Lee (2005), Noora (2006)“What have been neglected in those studies are preferences and attitudes of the learners and teachers towards error correction” (Katayama,2007). He also stated Differences in learners” learning styles affected the learning environment by either supporting or inhibiting their intentional cognition and active engagement”, In addition, “matching the learning styles of the students and the leaching slyle of the teacher would help improve students’ learning, altitudes, behavior, and motivation” (ertis, 2003). Contoxt oŸ he SEdđy. co nhe eorreierree 19 2/2.
Mothods of data colleetion. con nhe nhire 2 23.2Enterviews wesc nhai "—. Teacher wriien [eedbaok used in this shudy 33 2. Data Collection Procedure.
CHAPTER 3: FINDINGS AND DISCUSSION 3. Answer to Researoh Questlon 1. Answer to Research Question 2. Answer to Research Question 3.
on in nnnnirsereee —. «cà HH gen xua 4Ù 2. Recommendation - 4 3, Limitations of the SỈtHY. 4, Recommendations for further studies.
Contoxt oŸ he SEdđy. co nhe eorreierree 19 2/2. Mothods of data colleetion. con nhe nhire 2 23.2Enterviews wesc nhai "—.
Teacher wriien [eedbaok used in this shudy 33 2.
