(LUẬN văn THẠC sĩ) effects of different types of teacher written corrective feedback on students writing performance an action research approach with 12th form english major students

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THU THỦY EFFECTS OF DIFFERENT TYPES OF TEACHER WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING PERFORMANCE AN ACTION RESEARCH APPROACH WITH 12TH FORM ENGLISH MAJOR STUDENTS AT LUONG VAN TUY GIFTED HIGH SCHOOL Tác động hình thức phản hồi chữa lỗi viết giáo viên việc học viết học sinh Nghiên cứu hành động học sinh lớp 12 chuyên Anh trường THPT chuyên Lương Văn Tụy, Ninh Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2016 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THU THỦY EFFECTS OF DIFFERENT TYPES OF TEACHER WRITTEN CORRECTIVE FEEDBACK ON STUDENTS’ WRITING PERFORMANCE AN ACTION RESEARCH APPROACH WITH 12TH FORM ENGLISH MAJOR STUDENTS AT LUONG VAN TUY GIFTED HIGH SCHOOL Tác động hình thức phản hồi chữa lỗi viết giáo viên việc học viết học sinh Nghiên cứu hành động học sinh lớp 12 chuyên Anh trường THPT chuyên Lương Văn Tụy, Ninh Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Lê Văn Canh Hanoi, 2016 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I, Trần Thị Thu Thuỷ, hereby certify that the thesis entitled “Effects of different types of teacher written corrective feedback on students' writing performance An action research approach with 12th form English major students at Luong Van Tuy Gifted High School.” is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and it has not been submitted for any other purposes Hanoi, 2016 Trần Thị Thu Thuỷ i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENTS First and foremost, I would like to express my heart-felt thank and my sincere gratitude to my supervisor Assoc Prof Dr Le Van Canh for his enlightening guidance, precious suggestions and invaluable encouragement during my fulfilment of this minor thesis My sincere thanks go to all the lecturers and the staff of the Faculty of Post Graduate Studies at University of Languages and International Studies for their valuable lectures on which my minor thesis was laid the foundation I truly wish to thank all the 12th form English major students at Luong Van Tuy Gifted High School who have actively participated in the research I am deeply grateful to my family for their great support and to many of my friends for their notable assistance ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT This action research is conducted in an attempt to investigate the effects of three different types of written corrective feedback on students’ writing performance at Luong Van Tuy Gifted High Schools in Ninh Binh Province The study also proposes some recommendations of the use of teacher written corrective feedback in writing classes To achieve the aims of the study, thirty five 12 th form English major students were chosen to participate in an action research After a preliminary investigation was carried out, a writing instruction course was designed, and different types of teacher written corrective feedback were applied The data were collected through the analysis of students’ writing and students’ free narratives to measure the students’ progress in their writing performance The results of this research showed that teacher corrective feedback helped reduce students’ linguistic errors over time While positive revision effects were found for all three types of corrective feedback, only indirect feedback proved to have significant long-term effect The study also found that the students had positive attitudes towards the teacher’s application of corrective feedback Although there was a mismatch between students’ preferences and beliefs towards each corrective feedback type and its effectiveness, they appreciated the good effects of teacher’s corrective feedback on their learning accuracy and their attitudes towards writing The study is of great use to the writing teachers who have an intention to use teacher corrective feedback in writing classes iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMEMTS .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii PART A: INTRODUCTION Rationale Aims of the study Scope of the study Method of the study Significance of the study Structure of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Corrective feedback 1.1.1 Definition of corrective feedback…………………………………………….4 1.1.2 Forms of feedback…………………………………………………………….5 1.1.3 Types of corrective feedback to students’ writing……………………………6 1.1.4 Teachers' written corrective feedback strategies…………………………… 1.2 Roles of teacher written corrective feedback…………………………………14 1.2.1 Arguments for the role of teacher written corrective feedback…………… 14 1.2.2 Arguments against the role of teacher written corrective feedback…………16 1.3 Factors affecting the effectiveness of written corrective feedback……………17 1.3.1 Nature of errors…………………………………………………………… 18 1.3.2 Student factors……………………………………………………………….19 1.3 Teacher factors…………………………………………………………… 20 1.3.4 Contextual variables…………………………………………………………21 iv TIEU LUAN MOI download : skknchat@gmail.com CHAPTER 2: METHODOLOGY 2.1 Research design……………………………………………………………… 23 2.2 Research setting……………………………………………………… …….25 2.2.1 Overview…………………………………………………………………….25 2.2.2 Selection of participants and Data collection instruments………………… 25 2.2.3 The research procedures ……………………………………………….……26 2.2.4 Data collection instruments…………………………………………….……31 2.2.5 Data analysis………………………………………………… ……….… 31 2.3 Summary………………………………………………… ………………….32 CHAPTER 3: FINDINGS AND REFLECTION 3.1 Effects of three common types of feedback on students’ writing performance.33 3.1.1 Effects of three common types of feedback on students’ revised essays……33 3.1.2 The effects of three common types of feedback on students’ new pieces of writing………………………………………………………… …………………36 3.1.3 Discussion of results…………………………… …………………………40 3.2 Students’ attitudes towards different types of CF and their effectiveness…….45 3.2.1 Students’ attitudes towards teacher corrective feedback in general…………45 3.2.2 Students’ preference for each type of teacher corrective feedback………….46 3.2.3 Students’ expectations for better use of teacher’s corrective feedback… 49 3.3 Reflection…………………………………………………………………… 52 PART C: CONCLUSION Summary of the findings………………………………………………… … 57 Limitations of the study………………………………………… …….….… 58 Plans for the next cycle ……………………………… …………… ….…….59 REFERENCES ………………………………………………………………… 60 APPENDICES ………………………………………………………………… .I v TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBREVIATIONS CLT : Communicative Language Teaching CF : Corrective Feedback ESL : English as a Second Language L2 : Second or Foreign Language No : Number vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Table 1.1: Ellis’ typology of feedback types (2009 p.98) .8 Table 2.1: Timetable of the action implementation…………………………… …28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays…………………………………………………………………… 33 Table 3.2: Taxonomy of errors and their frequency in Stage 1……………………36 Table 3.3: Taxonomy of errors and their frequency in Stage 2………………… 38 Table 3.4: Taxonomy of errors and their frequency in Stage 3……………………39 vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF FIGURES Figure 2.1: Steps in the action research cycle…………………………………… 24 Figure 3.1: Students’ attitudes towards the use of teacher written corrective feedback 46 viii TIEU LUAN MOI download : skknchat@gmail.com Ellis, R (1998) Teaching and Research: Options in Grammar Teaching TESOL Quarterly, 32, 39-60 Ellis, R, Loewen, S., & Erlam, R (2006) Implicit and explicit corrective feedback and the acquisition of 12 grammar Studies in Second Language Acquisition, 28,339-368 Ellis,R (2008) A typology of written corrective feedback types ELT Journal, 28(2), 97-107 Ellis, R 2009 "A typology of written corrective feedback types", English Language Teaching Journal, 63, pp 97-107 Evans, N.W., Hartshorn, McCollum, R.M, & Wolfersberger, M (2010) Contextualizing corrective feedback in second language pedagogy Language Teaching Research,14(4),445-463 Ferris, D (1995) Can advanced ESL students become effective self-editor? The CATESOL Journal, 8(1), 41-61 Ferris, D R (1997) The Influence of teacher commentary on student revision TESOL Quarterly, 31 (2), 315 - 339 Ferris, D R., & Hedgcock, J (1998) Teaching ESL Composition: purpose, process, and practice Lawrence Erlbaum Associates: Mahwah, New Jersey Ferris, D R (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996) Journal of Second Language Writing, 8(1),1-11 Ferris, D R., & Roberts, B (2001) Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161–184 Ferris D.R (2002), Treatment of error in second language writing, Ann Arbor: The University of Michigan Press Ferris, D (2003) Responding to writing In B Kroll (Ed.), Exploring the dynamics of second language writing Cambridge: Cambridge University Press Ferris, D 2006 ‘Does error feedback help student writers? New evidence on shortand long- term effects of written error correction’ in K Hyland and F Hyland 61 TIEU LUAN MOI download : skknchat@gmail.com (eds.) Feedback in Second Language Writing: Contexts and Issues Cambridge: Cambridge University Press Ferris, D R (2006) Does error feedback help student writers? New evidence on the short-and long-term effects of written error correction In K Hyland & F Hyland (Eds.), Feddback in second language writing: Contexts and issues (pp 81-104) Cambridge University Press Ferris, D R (2010) Second language writing research and written corrective feedback in SLA Studies in Second Language acquisition, 32, 181-201 Ferris, D R & Helt, M (2000) Was Truscott right? New evidence on the short-and long-term effects of written error correction In K Hyland & F Hyland (Eds.), Perspective on response Cambridge: Cambridge University Press Frantzen, D (1995) The effects of grammar supplemention on written accuracy in an intermediate Spanish content course Modern Language Journal, 79,329-344 Frantzen, D & Rissel, D (1987) Learner self- correction of written compositions: What does it show us In B VanPatten, T R Dvorak, & J F Lee (Eds.), Foreign language learning: A research perspective (pp 92-107) Cambridge: Newbury House Furnborough, C., & Truman, M.(2009) “Adult beginner distance language learner perceptions and use of assignment feedback” Distance Education, 30, 399-418 Goldstein, L (2006) Feedback and revision in second language writing: Contextual, teacher, and student variable In K Hyland & F Hyland (Eds), Feedback in second language writing: Context and issues (pp 185-205) Cambridge, UK: Cambridge University Press Guenette, D (2007) Is feedback pedagogically correct? Research design issues in studies of feedback on writing Journal of Second Language Writing, 16, 40-53 Hedgcock, J., & Lefkowitz, N (1996) Some input on input: Two analyses of student response to expert feedback on L2 writing Modern Language Journal, 80, 287–308 Hyland, K and F Hyland.(2006) State of the art article: Feedback on second language 62 TIEU LUAN MOI download : skknchat@gmail.com students’ writing Language Teaching Johnson, D.W & Johnson, R.T (1987) Learning together & alone: Cooperative, competitive, & individualistic learning (2nd ed.) Englewood Cliffs, NJ: Prentice-Hall Keh, C L (1989) Feedback at the product stage of writing: comments and corrections Guidelines, 11(2), 18-24 Konold, K.E., Miller, S.P.,& Konold, K B (2004) Using teacher feedback to enhance student learning Retrieved July 27, 2006 from http://journals.sped.org/EC/Archive_Articles/VOL.36NO.6JulyAugust2004_TECKona ld%2036-6.pdf Krashen, S (1982) Principles and Practice in Second Language Acquisition (U of S California, Pergamon) Internet Edition, at Lalande, J.F., 1982 Reducing composition errors An experiment Modern Language Journal 66, 140–149 Lee, I (2005) Error correction in the L2 writing classroom: What students think? TESL Canada Journal, 22 1-16 Leki, I (1990) Coaching from the margins: Issues in written response In B Kroll (ed.) Second Language Writing: Insights for the classroom (pp.57-68) Cambridge, UK: Cambridge University Press Lightbown, P 1998 The Importance of Timing in Focus on Form In C Doughty & J Williams (Eds.), Focus on Form in Classroom SLA (pp 177-196) Cambridge, UK: Cambridge University Press Lightbown, P M & Spada, N (1999) How languages are learned Oxford, UK: Oxford University Press Lyster, R (2004) Differential effects of prompts and recasts in form-focused instruction Studies in Second Language Acquisition, 19, 37-66 63 TIEU LUAN MOI download : skknchat@gmail.com Nunan, D (1992) Research Methods in Language Learning Cambridge; New York: CUP Pienemann, M (1989) Is language teachable? Psycholinguistic experiments and hypotheses Applied linguistics, 10, 52-79 Riviere, A (2000) Feedback: Enhancing the performance of Adult Learners with Learning Disabilities The Academy for the Educational Development (AED) and the National Institute for Literacy Robb, T., Ross, S., & Shortreed, I (1986) Salience of feedback on error and its effect on EFL writing quality TESOL Quarterly, 20, pp 83–93 Rollinson, P (2005) Using peer feedback in the ESL writing class, ELT Journal, 59 (1), pp 23-29 Scarcella, R C & Oxford, R L (1992) The tapestry of language learning: The individual in the communicative classroom Boston: Heinle & Heinle / Thomson Sheen, Y (2007) The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles TESOL Quarterly, 41, 255-283 Sheppard, K (1992) Two feedback types: Do they make a difference? RELC Journal, 23(1), 103-110 Schmidt, R (1994) Awareness and Second Language Acquisition Annual Review of Applied Linguistic, 12, 206-266 Swain, M (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development In S Gass & C Madden (Eds), Input in second language acquisition (pp 235-253) Rowley, MA: Newbury House Swain, M (1995) Three functions of output in second language learning In G Cook & B Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H G Widdowson (pp 125-144) Oxford University Press Swain, M (2000) French immersion research in Canada: Recent contributions to SLA and applied linguistics Annual Review of Applied Linguistics, 20, 199-212 64 TIEU LUAN MOI download : skknchat@gmail.com Trahey, M & White, L (1993) Positive evidence and preemption in the second language classroom Studies in Second Language Acquisition, 15, 181-204 Truscott, J (1996) The case against grammar correction in L2 writing classes Language Learning, 46, 327–369 Truscott, J (1999) What’s Wrong with Oral Grammar Correction Canadian Modern Language Review, 55 Truscott, J (2001) Selecting Errors for Selective Error Correction Concentric: Studies in English Literature and Linguistics, 27, 93-108 Truscott, J (2007) The effect of error correction on learners’ ability to write accurately Journal of Second Language Writing, 16, 255-272 Van Beuningen, C., De Jong, N.,& Kuiken, F (2012) Evidence on the effectiveness of comprehensive error correction in second language writing Language learning, 62(1), 1-41 Van Patten, B (1990) Input processing and grammar instruction in second language acquisition Norwood, NJ: Ablex Vyatkina, N (2010) The effectiveness of written corrective feedback in teaching beginning German Foreign Language Annals, 43, 671-689 Wei,Y & Chen, Y., Supporting Chinese learners of English to implement selfassessment in L2 writing, 2004, Retrieved February 26, 2013, from http://www.independentlearning.org/uploads/100836/ila03_wei_and_chen.pdf Yeh, S., & Lo, J (2009) Using online annotations to support error correction and corrective feedback Computer & Education, 52(4), 882-889 doi: 10.1016/j.compedu.2008.12.014 65 TIEU LUAN MOI download : skknchat@gmail.com APPENDICES APPENDIX A: ERROR CODES Code Explanation VT Wrong verb tense VF Wrong verb form SV Subject verb agreement problem Art Incorrect / wrong / missing article WO Wrong word order WW Wrong word choice WCo Wrong collocation Id Idiom problem SS Wrong sentence structure I TIEU LUAN MOI download : skknchat@gmail.com APPENDIX B: WRITING TOPICS Write an essay of about 250 words about the advantages of living in a family with three or four generations Write an essay of about 250 words about the benefits of playing sports/ doing physical exercise Write an essay of about 250 words about the benefits of national and international sports events “Children should be engaged in doing house work.” Do you agree or disagree? Write an essay of about 250 words about the importance of examination Write an essay of about 250 words to express your answer to the following question: “How important is tertiary study to you?” Would you prefer to an undergraduate course abroad or in your country? Explain your choice Should high school students be encouraged to take a part-time job? What you think of the cooperation among high school students nowadays? 10 Which you prefer: team learning or individual learning? 11 Write an essay of about 250 words about the benefits of reading books? 12 Write an essay of about 250 words about the roles of women in our society II TIEU LUAN MOI download : skknchat@gmail.com APPENDIX C: STUDENTS’ NARRATIVES Narrative When I started practising writing essays for the first time, my skill was very bad Now, I still have problem with choosing the right words for the topic and I have a tendency to translate Vietnamese sentences into English so my sentences sometimes, seem to be meaningless However after writing essays with different topics for a couple of times, my writing skill has improved a lot It’s because of the feedback that you gave me in every essay that I wrote Your feedback in the last semester certainly results in a significant improvement in my writing Indicating my errors by my teacher can help me avoid them in subsequent writing In my opinion, I’d prefer indirect corrective feedback The reason why I like it is because it helps me to realize my mistakes and find the way to correct them This kind of corrective feedback only helps me to find out the mistakes so my job is to think what kind of mistakes they are and how to fix them correctly If I get the direct corrective feedback I will just read them perfunctorily and then I will forget about them in the next days The metallinguistic corrective feedback doesn’t show directly what my mistakes are but it does point out the kind of the mistakes so I just have to find another word or structure to replace them In conclusion, it can be clearly seen that indirect corrective feedback has more advantages and it can help to develop more skills than two types mentioned above Personally, I think that practice makes perfect because I have written essays for many time so I’m getting used to the English style instead of being affected by my first language Moreover, finding out and correcting my own mistakes by myself also helps me to remember the knowledge deeper and longer We knew that we would be independent writers after finishing this school year and would, therefore, have to rely on ourselves to fix our errors in the future writings (Nguyen Quynh Giang ) III TIEU LUAN MOI download : skknchat@gmail.com Narrative In the University entrance Examination, essay writing accounts for fewer points than other parts However, it will be very important If we want to have a very good mark in English When this school year started, most of us could fairly well in multiplechoice exercises , and didn’t pay much attention to writing After months practising writing, my writing skill has improved significantly One reason is that we practise more but for me the most important reason is corrective feedback we have received Because, If our mistake weren’t checked & correct, we would not made such a lot of progress At first, I like direct feedback because I can always realize why I made these mistakes and how to correct them However, this way has some disadvantages We don’t have to think much so it is easy for us to forget For me, among types of CF, the most effective type of CF is indirect feedback and now I like this kind of feedback most You only underlined and we had to think carefully to find the correct answer and then you checked again, so we would remember longer and paid more attention to these mistakes in the next essays Indirect feedback helps me realize the mistakes which before that I did not think they were incorrect Therefore, this kind of feedback helps me avoid misconception It also helps me memorize words, phrases and structure better and it is really beneficial when I exercises in vocabulary and grammar I think, using codes and symbols is not effective I don’t like this type of CF because it takes a lot of time to look up the error code sheet These are some of my ideas, I hope that you will have the most effective way to mark our essays in the next semester depending on each student’s ability and each kind of error Thank you very much (Do Thi Mai) Narrative From grade 10 to the end grade 11, I didn’t pay much attention to practising writing skill Only when you asked us to write every week and to write drafts for each essay IV TIEU LUAN MOI download : skknchat@gmail.com can I improve my writing ability I have learnt to make outlines, & to write a short essay in about 35 minutes After more than one semester writing regularly, I realized that my writing skill has been greatly improved Among your ways of giving feedback, I think coded CF is the most suitable & effective because only underlining the mistakes will lead to misunderstanding and more mistakes I need some information about my mistakes, underlining error only is sometimes confusing, because I may make wrong guesses about my errors Furthermore, direct feedback is too time-consuming for teacher and it also makes us lazier However, I think that using codes is not suitable for errors of sentence structures, because I know that I’ve made a wrong sentence structure but I still don’t know how to correct it In the next semester, you can use indirect feedback for minor mistakes such as word form, verb tense, subject-verb agreement For errors of sentence structure & word choice, you should give more detailed correction so that we can understand more clearly and avoid these mistakes in the next essay You should continue to ask us to write more than one drafts because much writing gives us more chance to widen our vocabulary, structure, grammar and to improve writing skills We also receive frequent feedback from our teacher if we write more I like the way you collect good points of other students and share with us, so we can note down and apply them in our writings The common errors should be analyzed and explained in class followed by additional exercise if many of us made the same error type I think that you should give written corrective feedback in combination with other sources including conference and oral comment when handing back our essays (Tran Thi Thu Giang) Narrative After one semester learning writing, I have made a lot of improvements in my writing skill If I were not to receive feedback on all my errors, the errors would remain I want feedback in order not to fossilize wrong information in my mind It is because of the fact that after we finished writing, you collected the papers and corrected mistakes and V TIEU LUAN MOI download : skknchat@gmail.com asked us to rewrite and resubmit our essays In the first stage, you provided correct form, as a result we knew exactly what our problems were as well as the correct form We also remembered what you provided and didn’t make these mistakes again I like this kind of feedback most Direct correction is one of the easiest ways to correct errors, because the correct forms are provided It is because it would be clearer for me when revising my writing In the next stages, you didn’t give correct form Instead, you underlined the errors and provided the symbols and let us self-correct This type is pretty good because I can realize my mistakes and have to find the correct form so I can remember longer However, this type of CF is sometimes inconvenient because I can’t remember some symbols, it takes me sometime to find explanation from the error code sheet Recently, you have only underlined errors This type of CF requires us to decide what kind of our mistakes are and then find the solutions I think the 2nd types of CF is the most effective However, when we are more familiar with writing, indirect feedback is suitable for errors in spelling, verb tenses & forms In the next semester, I think you should use different types of CF at the same time and choose different types of feedback for different students depending on writing abilities and English proficiency (Pham Thuy Lieu) Narrative After one semester learning writing, I see that my writing skill has improved a lot Among three types of correction, I like indirect feedback most For me, it is also the most effective one, because when I have to correct the mistakes on my own, I will remember better This kind of feedback forces me to decide on the kind of error and correct it myself so it helps me develop the ability to self-correct In addition, finding out and correcting my own mistakes also helps me remember the knowledge longer In the next semester, I think you should use different types of feedback for different kinds of mistakes Direct feedback should only be used at the time when students were not used to writing If the teacher used this kind of feedback for a long period of time, VI TIEU LUAN MOI download : skknchat@gmail.com it would be very time-consuming for the teacher and it would also make students lazier Direct feedback can be used for mistake of language expression such as word choice, word order and collocation It is because when writing I often translate word by word from Vietnamese to English, which leads to incorrect combination of words and phrase I think coded corrective feedback is unnecessary in this case because even when we are given the instruction for type of error, we still can not correct the mistake I know that I’ve made a wrong word choice but I don’t find the right word to replace it For grammatical mistakes, we only need indirect feedback I often correct my grammatical mistakes whether there are codes or not For such types of error, you only have to underline them and let me self-correct I think correct feedback is not enough We need to be exposed to many other sources of materials accumulate more words and phrases (Vu Thi Huyen Trang) Narrative After practising writing for one semester, my writing ability has steadily improved Now I can see the positive impact of the error correction on my essay Last year, my writing skill was very bad, I can’t usually finish my writing in the allowance time Now, I have made a lot of improvements in my writing skill However, I still made a lot of mistakes in vocabulary Sometimes, I still made grammatical mistakes It is party because of the limited time allowance, I don’t have time to read my essay carefully after writing I have a limited knowledge of sentence structure so I often use some structures and phrases repeatedly In terms of teacher’s correction I like direct feedback most The reason is that I don’t have to think of the way to correct my mistakes If the teacher does not provide the correct answer, then I may not be sure that the one I write can be correct This kind of feedback also helps me avoid misunderstanding Also, direct feedback helps me remember phrases, sentence structures longer and can use them in the next essays VII TIEU LUAN MOI download : skknchat@gmail.com In the next semester, I think you should use different types of corrective feedback at the same time Direct corrective feedback should be applied for lexical errors, and sentence structure because it provides the correct words and structure for students in such case Metalinguistic feedback should be used for errors in organization, some sentence structures and errors in content Indirect feedback should be used for all grammatical errors, because I can correct these kind of mistakes on my own Thank you so much for helping us improve our writing skill in order to have good result in the next university entrance examination (Hoang Thi Lan Anh) Narrative After months practising writing, I think my writing skill has improved There are many reasons, but I think the main one is that this the first time we’ve take part in a long writing course I’m interested in writing now, we all now are not afraid of writing any more Writing for a long period of time helps us to improve our writing skill We all know that “Practice makes perfect.” Besides that I think your written corrective feedback is not very effective Your thorough instruction and input before writing were enough for me to have a good essay I only need some time after finishing their writing to read the essay and check the mistakes on my own, because most errors made in my writing were due to my carelessness or psychological factors Among three kinds of CF you have used, I think the second one (providing codes) is the most useful but it depends on different cases For example, for such mistakes as spelling, article, subjectverb agreement, verb tense and form, the third kind of CF ( underlining only) is suitable The first type of CF can be applied for more serious errors such as wrong sentence structure, word repetition, meaningless sentences, or sentence with unclear meaning I hope that my ideas will help you choose the most suitable method of giving CF and help us more confident in our writing skill and help us become much more interested in writing (Le Thuy Linh) VIII TIEU LUAN MOI download : skknchat@gmail.com Narrative When I started learning writing, my essays were very bad There were a lot mistakes in my writing I didn’t know how to make an outline and organize the ideas logically, and often couldn’t finish the writing in allowance time After one semester learning and practising, I have some comments Firstly, my writing ability has greatly improved There are fewer grammatical & lexical mistakes and I can finish my essay in allowance time Secondly, among kinds of correction, I like direct feedback most However, I think that English gifted students should be provided with the opportunity to find out their problems and searching for solutions, so teacher should use indirect feedback first and give students chance to self-correct When students cannot correct the mistakes themselves, teacher provides them with direct correction I can recognize my spelling mistakes and grammar mistakes, but mistakes in sentence structure and word choice are difficult for me to recognize and my teacher should help me by highlighting all these mistakes Using codes is not necessary There is a famous saying: “Practice makes perfect” However, only practice without careful instruction from the teacher can not make us successful in learning a language especially in writing skill I want to thank you so much for your feedback and enthusiasm (Bui Thi Quynh Chi) Narrative After a long time learning writing , I myself see a lot of improvements in my essays Among three kinds of correction you have used, I like indirect CF most and I also think that it is the most effective one Unlike the other two kind of feedback, indirect feedback helps me more responsible for my writing It improves not only my self-study skill but also my problem-solving skill However, in some cases, direct correction is also useful In the next term, I think you should use both direct and indirect feedback at the same time, and you don’t need to use only one type of feedback at one stage of the writing course You should use indirect feedback for grammar error, preposition and word form, and apply direct feedback for errors in word repetition, collocation, idiom IX TIEU LUAN MOI download : skknchat@gmail.com and some difficult sentence structures I don’t like coded correction because why we need code while we still understand what kind of error is and correct it so underlining the error is enough in this case For some errors in collocation and unidiomatic sentence structure, we still can not correct these errors whether codes were provided or not Furthermore, coding error type is slower than just underlining so not using code will save a lot of time for the teacher You should also take students’ varying levels of writing ability into account when giving feedback, with indirect feedback being suitable for advanced students whereas direct feedback was for students with limited writing ability These are my opinions, thank you very much for your feedback in the last term It helps me a lot in learning from my mistakes (Nguyen Hoang Dzung) X TIEU LUAN MOI download : skknchat@gmail.com ... types of feedback on students? ?? writing performance. 33 3.1.1 Effects of three common types of feedback on students? ?? revised essays……33 3.1.2 The effects of three common types of feedback on students? ??... written corrective feedback on students' writing performance An action research approach with 12th form English major students at Luong Van Tuy Gifted High School.” Aims of the study TIEU LUAN... aims at (1) examining the effects of different types of teacher written corrective feedback on the writing performance of 12th form English major students at Luong Van Tuy Gifted High School,