(Luận văn thạc sĩ) an investigation into english major freshmens perceptions on, attitudes towards and perferences for teachers written corrective feedback at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ ĐAN QUẾ

AN INVESTIGATION INTO ENGLISH MAJOR FRESHMEN’S
PERCEPTIONS ON, ATTITUDES TOWARDS AND
PERFERENCES FOR TEACHER’S WRITTEN CORRECTIVE
FEEDBACK AT HANOI UNIVERSITY OF INDUSTRY
NHẬN THỨC, THÁI ĐỘ VÀ MONG MUỐN CỦA SINH VIÊN NĂM THỨ NHẤT
CHUYÊN NGÀNH TIẾNG ANH ĐỐI VỚI PHẢN HỒI CHỮA LỖI CỦA GIÁO VIÊN
TRÊN BÀI VIẾT CỦA SINH VIÊN TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI

M.A. Minor Programme Thesis

Field: English Teaching Methodology
Code: 601410

HANOI – 2010


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ ĐAN QUẾ

AN INVESTIGATION INTO ENGLISH MAJOR FRESHMEN’S

PERCEPTIONS ON, ATTITUDES TOWARDS AND
PERFERENCES FOR TEACHER’S WRITTEN CORRECTIVE
FEEDBACK AT HANOI UNIVERSITY OF INDUSTRY
NHẬN THỨC, THÁI ĐỘ VÀ MONG MUỐN CỦA SINH VIÊN NĂM THỨ NHẤT
CHUYÊN NGÀNH TIẾNG ANH ĐỐI VỚI PHẢN HỒI CHỮA LỖI CỦA GIÁO VIÊN
TRÊN BÀI VIẾT CỦA SINH VIÊN TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI

M.A. Minor Programme Thesis

Field: English Teaching Methodology
Code: 601410
Supervisor: Thái Hà Lam Thủy, M.Ed.

HANOI - 2010


iv

TABLE OF CONTENTS
Declaration ......................................................................................................................... i
Acknowledgements ........................................................................................................... ii
Abstract ............................................................................................................................ iii
Table of contents .............................................................................................................. iv
Abbreviations ................................................................................................................... vi
Lists of charts and tables .................................................................................................. vi
PART I: INTRODUCTION ............................................................................................ 1
1. Background of the study ............................................................................................ 1
2. Aims of the study and research questions ................................................................... 2
3. Methods of the study ................................................................................................. 3
4. Scope of the study ..................................................................................................... 3

5. Significance of the study ............................................................................................ 3
6. Structure of the study ................................................................................................. 4
PART II: DEVELOPMENT ........................................................................................... 5
CHAPTER 1: LITERATURE REVIEW............................................................................ 5
1.1. Theoretical backgrounds of teaching writing ........................................................... 5
1.1.1. Definition of writing ........................................................................................ 5
1.1.2. The importance of teaching writing .................................................................. 5
1.1.3. An overview of approaches to teaching writing ................................................ 6
1.1.3.1. The product-oriented approach to teaching writing .................................... 7
1.1.3.2. The process-oriented approach to teaching writing .................................... 7
1.1.4. The writing process .......................................................................................... 8
1.2. Theoretical backgrounds of teacher written corrective feedback .............................. 9
1.2.1. Definition of teacher’s written corrective feedback ........................................... 9
1.2.2. Controversy over the effectiveness of teacher written corrective feedback ...... 11
1.2.3. The importance of teacher’s written corrective feedback ................................ 12
1.2.4. Feedback approaches ..................................................................................... 13
1.2.4.1. Single-draft approach vs. Multiple-draft approach ................................... 13
1.2.4.2. Comprehensive strategy vs. Selective strategy ......................................... 14
1.2.5. Types of teacher written corrective feedback .................................................. 15
1.2.5.1. Form focus vs. content focus feedback .................................................... 15


v

1.2.5.2. Direct vs. indirect feedback ..................................................................... 15
1.2.5.3. Positive feedback vs. negative feedback .................................................. 16
1.2.5.4. Text-specific vs. generic feedback ........................................................... 17
1.2.5.5. Margin feedback vs. linear feedback and end feedback ............................ 17
1.2.6. Forms of teacher written commentary ............................................................ 18
CHAPTER 2: METHODOLOGY ................................................................................... 19

2.1. The setting of study .............................................................................................. 19
2.2. Methodology ........................................................................................................ 21
2.2.1. Participants .................................................................................................... 21
2.2.2. Research Design ............................................................................................ 21
2.2.2.1. Research Questions: ................................................................................ 21
2.2.2.2. Data collection methods .......................................................................... 21
2.2.2.3. Data collection procedure ........................................................................ 23
2.2.2.4. Data analysis methods ............................................................................. 23
CHAPTER 3: DATA ANALYSIS AND FINDINGS ...................................................... 24
3.1. Data analysis of questionnaires ............................................................................. 24
3.1.1. Students’ general information ........................................................................ 24
3.1.2. Students’ perceptions and attitudes to teacher’s written corrective feedback ... 25
3.1.3. Students’ preferences for teacher feedback ..................................................... 30
3.2. Results of the interview and class observation ....................................................... 33
3.3. Findings and discussions ....................................................................................... 37
3.4. Implications of the study ....................................................................................... 40
PART III: CONCLUSION ........................................................................................... 42
References ....................................................................................................................... 43
Appendices......................................................................................................................... I