(SKKN HAY NHẤT) phát huy hiệu quả của việc chữa bài khi dạy viết luận cho đội tuyển học sinh giỏi tiếng anh trường THPT chuyên hưng yên

SÁNG KIẾN KINH NGHIỆM ĐỀ TÀI: “PHÁT HUY HIỆU QUẢ CỦA VIỆC CHỮA BÀI KHI DẠY VIẾT LUẬN CHO ĐỘI TUYỂN HỌC SINH GIỎI TIẾNG ANH TRƯỜNG THPT CHUYÊN HƯNG YÊN” LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER ONE: INTRODUCTION Reasons for choosing the topic Nowadays, English is considered to be one of the key factors that help our country make faster progress on the way of industrialization and modernization Therefore, the demand to use English fluently as well as to master the four basic skills is becoming essential among all students Of the four skills, writing seems to be the most difficult but really important Therefore, helping students enhance their writing skills is one of the teachers‟ responsibilities This can be done in a number of ways Second language writers often benefit most and make most progress, when teachers contribute to this goal through a variety of intervention strategies available in classroom settings Feedback is universally viewed as crucial for stimulating and consolidating learning and its significance has been recognized by those working in the field of second language learning in general and second language writing in particular Its importance is acknowledged in process-based classrooms where it forms the key element of the students‟ growing control of their composition skills and also by genre-based teachers who exploit scaffold techniques as their teaching method to build learners‟ confidence From an interactionist‟s perspective, feedback is considered to be the mean of establishing the significance of reader responses in shaping meanings However, while feedback plays a central aspect of writing programs, the research literature has not been raised positive about its importance in writing development and it appears that teachers often adopt the sense that they not bring feedback to its fullest potential Many questions involving feedback remain unanswered or partially addressed: Does it make difference to students‟ writing? If so, in what areas? What is the best way of delivering feedback? Can error correction and form-focused feedback have long-term benefits on students‟ writing? Can technology play a greater part in giving feedback? What role can peers‟ feedback play in writing development? How far does culture play a part in students‟ response to feedback? How can teacher feedback enhance students‟ ability to independently reflect on their writing? What are the implications of feedback for teacher control and text appropriation? And just as importantly, what are students‟ preferences for feedback and error correction? It is assumed that students‟ beliefs about what constitutes effective feedback and their expectations regarding teachers‟ papermarking techniques may influence effectiveness of such feedback (Schulz, 1996) In reality, when I teach writing skills for my gifted students in Hung Yen Specialised High School , I have found that corrective feedback is of great importance for students to LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com make progress in writing essays That‟s the reasons why I choose the topic as my study with the hope that the results will raise teachers‟ awareness regarding the way they provide feedback to their students The importance of writing skill to students call for adjustments to be made to the methodology of teaching writing and the use of written feedback and oral feedback are of significant value in this research Aims of the study The purpose of this study is to investigate the practices related to corrective feedback on student writing with respect to the correction focus and correction- delivering strategies to improve writing skill especially writing an essay for gifted students in Hung Yen Specialised school Within this context, the thesis is expected to generate some recommendations and suggestions for the teachers to deliver more effective feedback Scope and Significance of the Study The study was conducted at Hung Yen Specialised High School, Hung Yen province aiming at gifted students in English National Team In order for the mentioned-above aims to be achieved, the research attempts to answer the following questions: What are teachers’ practices of giving corrective feedback? The scope is narrowed down to those following aspects: What corrective feedback strategies the teachers are applying in their writing class - How much the amount of the teachers‟ attention is being given on different aspects of students‟ writing - Who is taking the main role in providing corrective feedback on different aspects of writing? - When the teachers are providing corrective feedback towards students‟ writing errors - LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER TWO: LITERATURE REVIEW The literature review of the thesis is the compilation of written and published knowledge on the topic of corrective feedback in writing regarding various issues and insights The review is drawn from previous studies done by famous applied linguists Definition of feedback and correctives Feedback is information given back to individuals about the adequacy of their actions Feedback is a reaction to a stimulus offered by the others Feedback also serves a regulatory function in that it prompts individuals to keep on tracks towards a specified goal However, feedback is not given just to keep individuals informed about their behavior The aim of feedback should be to make individuals think about giving better responses (Cole & Chan, 1994) Teachers give feedback to students in order to assist their learning Lightbown and Spada (1999) define that “many actions of teachers are properly classified as feedback to students: grades given on exam papers, comments on assignments, answers to questions asked by students, and remarks about students‟ class work all fall into this category” (p.234) Correctives are extended form of feedback They include augmented feedback given to students as well as instructional procedures intended to rectify errors and inadequacies in learning (Cole & Chan, 1994) Corrective procedures concentrate on what has to be done to get students back on track to state of proper understanding of subject content Correctives include a variety of instructional procedures, ranging from providing alternative cues or additional practice, to re-teaching aspects of subject matter using different materials and strategies They include prompts, hints, suggestion regarding strategy use, reminders about methods, further demonstrations and explanations, even suggestions to abandon inefficient strategies In all such cases these are supplied after the students have tried to learn on their own Correctives are often necessary in classes where there are a good number of students with learning problems Some students benefit from corrective instruction based on traditional teaching strategies, while others require more innovative approaches In most whole- class teaching situations, it is inevitable that some students will exhibit inadequacies in performance or errors in learning that need the use of correctives Corrective feedback in writing 2.1 Corrective feedback in writing: varied feedback modes LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Since the late 1980‟s, there has been a switch in the teaching of writing from a focus on product to a focus on process The process-oriented writing approach, therefore, shifts the core of writing instruction away from students‟ final products towards their writing processes, which include pre-writing, drafting, revising and editing stages Feedback, as a factor of great significance in the writing process, calls for wide concerns from EFL/ESL teachers For a long time, product-oriented approach dominates the writing pedagogy and teacher feedback is used as the only way to respond to student writing New feedback modes are burgeoning and varied feedback techniques are explored along with this new development in writing pedagogy 2.1.1 Peer feedback Peer feedback, also referred to as peer response, peer editing or peer review, is one type of feedback frequently recommended by process advocates It continues to be a popular source of in EFL/ESL classroom It is defined as working with someone of relatively equal language proficiency and of one‟s own age- usually someone in the same class- to help improve, revise and edit his or her writing The beneficial effects of peer review have been outlined in substantial amount of research Peer readers can provide useful feedback For example, Rollinson (2005) found high levels of valid feedback among college level students 80% of comments were considered valid and only 7% were potentially damaging It has also been shown that peer writers can and revise effectively on the basis of comments from peer readers Mendonca and Johnson‟s (1994) study showed that 53% of revisions made were incorporations of peer comments Rollinson (2005) found even higher levels of uptake of reader feedback, and 65% of comments were accepter either completely or partially by readers According to Li (2009), peer feedback, cognitively, force students to exercise their thinking and help them enhance audience awareness Linguistically, students experience through peer review valuable opportunities to enhance their reading and writing ability as they discuss such issues as writing contents, organizational patterns, grammatical structures and appropriate word choices Affectively, through peer feedback, students can gain confidence and reduce apprehension by seeing peers‟ strengths and weaknesses in writing and therefore generate more positive attitudes towards writing However, some literature reports that peer response cannot achiever fruitful results because students are not knowledgeable enough for error detection and corrections or they tend to withhold critical comments in order to maintain group harmony LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.1.2 Self-monitoring Self-monitoring technique is also a potentially rewarding option in the ESL/EFL writing class Based on the literature developed by Cresswell (2000), self-monitoring students write marginal annotations about problems in their evolving compositions, to which the teacher responds Students are asked to annotate their text with any doubts they have during the writing process Research on this technique provides an increasing number of advantages for students of writing Firstly, the passive position of the writer has been totally changed into an active audience in the writing process (Charles, 1990, cited in Chen, 2009) Clear evidence indicates that lack of critical thinking and active attitudes is the most common problem during ESL students‟ learning process (Matalene, 1985) According to the study presented by Matalene through examining and analyzing ESL writing, ESL writers show their perspectives that comprehending their writing is only the audience‟s responsibility and few of them judge their own writing from a reader‟s objective view This characteristic originates from the traditional thought that writing is only the matter of the writer and writing is not for showing off but self-learning Another reason that explains why ESL writing learners tend to take a negative attitude on their production is the traditional teacher-centered educational model (Huang & Leung, 2005, cited in Chen, 2009) That is, getting used to this teaching model, students prefer reception rather than production, being a good listener and reader but an inexperienced thinker and writer However, making annotations reflecting the writer‟s concern, student writers have to force themselves to form an awareness of the audience for their writing And this technique pushes them to evaluate their work more objectively and to express motivation instead of only writing without thinking Besides, it encourages writing learners to develop the responsibilities for what they write and drives them to participate in the whole writing process Secondly, self-monitoring encourages students to look critically and analytically at their writings and helps enhance their learning autonomy It meanwhile enables the teacher to give tailor-made feedback to individual students and offers a match between the feedback that students want or expect and the feedback that is actually given What remains a problem, nevertheless, is that this feedback seems inapplicable to all students Some self-monitoring learners cannot adequately describe their concerns or cannot locate the problems in their writing The questions they are too general or some are written down too casually or many students still prefer to rely on their teacher for comment rather than exercise their individual judgments In addition, the effectiveness of self-monitoring technique partly depends on the feedback that the teacher provides LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Hence, teacher-student conference is encouraged after the teacher looks over students‟ annotations, which means teachers and students schedule a meeting time when the teacher explains the solutions to students‟ problems and points out the other important issues ignored During the conference, teachers should create harmonious atmosphere for substantial negotiation and deep communication They take an easy-of-approach attitude to discuss students‟ problems as well as offering sincere encouragements and constructive suggestions 2.1.3 Teachers’ written corrective feedback Despite growing attention to oral response and the exploitation of peers, computers and self-monitoring model as sources of feedback, written comments from instructors remain central in most L2 and foreign language writing classes Many teachers have the notion that it is necessary for them to write substantial comments on writing papers to provide reader reaction to students‟ effort, to help them improve as writers and to justify the grade given ( Li, 2009) As a traditional feedback mode, it bears many advantages that cannot by surpassed by other feedback techniques It provides a critical instructional opportunity for students and offers a convenient avenue to achieve one-to-one communication that is rarely possible in the day-to-day operations of a class One of the important points of using written feedback is that it serves as the motivation factor in the ESL writing process Ellis (1994, cited in Naidu, 2007) reminds us that students' motivation is closely linked to language acquisition To motivate students, the writing teachers can include comments of praise and encouragement in their written feedback These written comments are to help students to clarify meaning in their rewrites Further, Ellis (1994, cited in Naidu, 2007) notes that the teachers' use of referential or open (information seeking) questions may result in more meaning negotiation and more complex learner output Hyland and Hyland in their 2006 review looked at research carried out in the 1980s and the early 1990s and concluded that studies in this period began to challenge the effectiveness of teacher feedback as a way of improving students‟ writing Early research on native English speakers (LI) suggested that much written feedback was of poor quality and was frequently misunderstood by students Written response was blamed as being vague, inconsistent and authoritarian, overly concerned with error and often functioning to appropriate, or take over, students‟ texts by being too directive According to Li (2009), in Chinese EFL writing context, there is usually no variation in teacher feedback technique Teachers more often than not review students‟ writings LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com word by word and correct every single problem they find in their writings which is really time-consuming and labor-intensive Unluckily, however, their great efforts are not fully valued, for students seldom reflect on the mistakes they have made or trouble how to avoid repeating them Even worse, teachers‟ drowning on students‟ writings with red pens may harm students‟ interests and motivation in writing Literature on how to make this conventional feedback mode benefit students better will be discussed further in subsequent parts of this thesis 2.1.4 Teacher-student conferencing As written comments may prove very difficult for ESL/ESL students to comprehend and to act upon, Zamel (1985) recommends that teachers and students carry out a face-toface dialogue that is known as the conferencing session so that "dynamic interchange and negotiation" as stated by Zamel (1985) can take place in addition to written feedback Xu (1989) contends that in one-to-one conferences, perceptive teachers can reduce students' anxiety, trace the cause of the problems, and apply strategies for enhancing language acquisition In many ways, one-to-one conferencing, whether it is student teacher or third- party conferencing, is the most advantageous method for ESL students Students who have three or more conferences in a term not only improve their writing ability, but also significantly improve their listening and speaking skills (Brender, 1995) The teacher or tutor should, however, be aware of the special needs of these students Also, according to Brender (1995), one serious problem that often occurs in conferencing is that teachers and tutors talk down to their students Other areas in which students are at a disadvantage in one-to-one discussions which include types of questions asked, the length of pauses after questions, turn taking, and the proportion of time each participant speaks per turn, methods of negotiating meaning, and methods of wielding power Harris (1986) contends that teachers and tutors need to listen to students more attentively and become more adept at a certain kind of listening in order to establish a non-judgmental setting where there is no penalty for trying out new ideas 2 Corrective feedback in writing: some related issues 2.2.1 Corrective feedback in process-oriented writing classroom The process movement is originally a reform effort in improving teaching composition to native English speaking students It advocates an approach to composition teaching that emphasizes student writing process rather than the product Most TESOL writing classes in the 1960s tend to focus on producing well- polished LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com compositions Typically, students analyzed „correct‟ model compositions and then attempted to produce something akin to them This traditional approach to the teaching of writing, the product-oriented approach, has been concerned with usage, structure or accurate form of written works But this began to be criticized by some early reformers since 1970s They pointed out that teachers designed, assigned writing topics and evaluated students‟ work without giving any thoughts to what happened during the course of writing, nor did they assist students in their writing actions They claimed that the emphasis in the correct usage of grammar and style in traditional writing classes did not help students developed their writing skill because writing was not a simple act of recording thoughts in a correct linguistic form as it was conventionally believed, but a very laborious process of discovering thoughts that involved various complicated competences and skills (Raimes, 1983, cited in Zeng, 2005) The introduction of the process approach exerted a major impact on ESL writing instruction, though the changes came gradually ESL teachers in the early 1980s began to borrow techniques from English composition class and textbooks in the process approach began to appear, providing ESL learners with real writing experience For instance, „Exploring through writing: a process approach to ESL writing‟ by Raimes (1989) was a popular textbook for ESL learners for years Process-oriented ESL teachers provided students with ample time to write on topics of their choice and ESL learners were encouraged to use language to explore, to voice and share their beliefs, values and experiences Teaching effective strategies at each stage of the writing process became an important component of a writing class As Reid (1983, cited in Zeng, 2005) observed, "since the middle of the 1980s, many ESL writing teachers had discovered, accepted and implemented the approaches and philosophy associated with the writing process.” (p.64) With respect to error correction, Zamel states that it is important to find out why students are making certain errors before prescribing corrective measures Instructors can then determine which errors are the result of carelessness and can be dealt with by closer proofreading and editing and which are the result of incorrectly formed rules about the target language In any case, issues of content and meaning must be addressed first language is of concern only when the ideas to be communicated have been delineated (Zamel, 1985) On the other hand, students, before they are initiated into process-oriented writing, are very much concerned with the correctness of their writing and perceive good writing as correct writing, whether or not they actually edit for errors In a survey of attitude towards writing, the researcher reported that 84% of ESL students consider getting the grammar correct to be the most important part of their writing in English, 52% getting LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com the punctuation correct and a meager 20% communicating ideas (Bosher, 1990) Because the paradigm shift in ESL writing instruction form the product to the process of writing is still very recent and incomplete, it is especially essential that editing skills be understood within the overall context of writing, as the final, cleanup stage in the process We must be careful that students not become over-concerned with correctness Samuels‟ 1985 survey also found that 85% of ESL writers in the first year of college thought about grammar, spelling and punctuation as they were writing the words of their paper and 15% after they had finished writing the whole paper: This strengthens Raimes‟s finding that inexperienced ESL writers edit as they are working an idea, not afterwards as a clean-up operation Such a preoccupation with errors can interfere with, if not prevent, the writer‟s ability to discover and make meaning 2.2.2 Accuracy versus fluency in a writing class 2.2.2.1 Accuracy/Fluency dichotomy The accuracy/fluency dichotomy has provided ESL/EFL teaching field with a wide arena for both research and dispute As the trend towards communicative competence continues, with its concomitant concentration on meaning as opposed to on form, fluency becomes more of target for curriculum development and the previous stricter views towards learners‟ errors have been supplanted by methodologies with more relaxed outlooks (Humphries, 1996) With regard to writing skills, Rivers (1968) recognized that sheer accuracy was unreasonable, but countered that without some insistence on accuracy, particularly academic writing, would suffer markedly On the other hand, a variety of other researchers, such as Zamel (1982), have stressed the need to emphasize writing in second and foreign language classrooms as a process of discovery, and that over emphasis on errors and rhetorical forms can inhibit this process For the teacher in an academic ESL/EFL situation, there is something of dilemma It is desirable that learners develop effective and creative writing strategies to enable them to use writing as a communicative tool It is also expected that they acquire the grammatical and rhetorical forms which they may have to demonstrate competence in, in future academic or work-related settings The idea that difficulty with form will correct itself over time is unconvincing to many teachers who not wish to neglect accuracy completely It is suggested to adopt a balanced approach, allowing students to produce their own ideas in written form with guidance from the teacher in order to produce a correct form (Brumfit, 1984, cited in Humphries, 1996) He also notes that it is possible to create the conditions for group revision and improvement of written work, so that the LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com First and foremost, thanks to undergoing alternations and even taking risks, the material comfort of individuals can be facilitated Life, especially in the recent days, often underlies both threats and opportunities, and whoever encourages to accept these double-edged events can succeed For example, Bill Gates, one of the first-rate businessmen, decided to drop out of university to pursue his dream He was, at first, considered to be foolish However, it was his bravery that brought him notable achievements Moreover, as the society is now developing at an extreme rate and becoming radically competitive, conventionalists may be disadvantageously left behind for not accepting changes Furthermore, it is benefits of enriching the spiritual world that can be obtained from a flexible lifetime The experience of fresh feelings, enthusiasms in setting a personal goal or sheer happiness at achieving it are among the powerful ways of seeking inspiration in day-to-day activities Opponents of the idea may argue that a simple life, without any novelties or obstacles can bring them a relaxing state of mind However, in the long run, a repeated living may cause continual boredom, which is partly the culprit of being mentally handicapped This serious consequence is of greater danger than the difficulties confronting these humans In addition, the variable approach to everyday affairs can strengthen the maturity and enhance personal experiences, promoting clever reactions and clear-headed judgments to occurrences In the final analysis, I have firm grounds to argue that a variable life can offer remarkable benefits to human beings by flourishing both their mental health and properties Lifestyle is a crucial factor affecting to the living standard, as a result, individuals should make their sound choice to achieve expected results (very good) After three months teaching in this way, I found that my students‟ essay improved a lot The way they express their ideas is clear Word choices as well as their structures in their writings are quite good and academic They hardly made simple mistakes as at the beginning At the end of the first term I ask my students to a writing test on the following topic: “People learn in different ways Some learn by doing things, other people prefer learning by reading, others learn by listening to people talk about things Compare these methods and choose the most suitable one for you.” Here are their writing papers: Trang Doan – Hung Yen Specialized High School LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Topic: People learn in different ways Some learn by doing things, other people prefer learning by reading, others learn by listening to people talk about things Compare these methods and choose the most suitable one for you Enhancing the knowledge is always one of the priorities of human beings Several means, among which are reading, doing things and listening to others have been utilized to meet that need Each of the aforementioned ways, as a matter of fact, has its own thought-provoking characteristics In terms of time consumption, reading can be the predominantly effective learning method Thanks to the knowledge accumulated and classified throughout thousands of generation, which can be written into books, learners can easily access to this precious amount in such a short period of time Doing things and listening, conversely, require a much more time-consuming progress to filter and obtain valuable information Referring to books, hence, can be a more favorable studying way for individuals having little time in their hands With regard to the scope and diversity of knowledge, reading books, once again, can hold the superiority This can be highlighted by the huge number of books and book writers in every part of the world throughout every period in the human beings‟ history To be concrete, an Eastern learner majoring in Western history can neither take part in anything in the part nor merely stay at home listening to the tales to facilitate his study This is the occasion when the data from several books prove their value Last but not least, all three kinds cannot ensure the perfect standard of knowledge While listening to others or reading books can be misled by preconception of conveyers or writers, doing things can be on the wrong track due to the inaccuracy of practicing methods or insufficient guidance Even in the mere course of action such as everyday behavior, for instance, were it not for the education of parents, children would be very likely to be naturally affected and spoilt by social evils Despite this fact, thanks to rigorous censorship and classification of relating authorities, books are the most trustable source of information, being the foundation for the curricula at schools and universities In the final analysis, each learning method has its specialty and can be suitable for certain individuals Personally, to a busy and curious student like me, reading books is the most advisable way for my studying habit and condition ***************************************************************** LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Name: Mai Hai Anh People learn in different ways Some learn by doing things; others people prefer learning by reading; others learn by listening to people talk about things Compare these methods and choose the most suitable one for you The learning methods vary enormously in different individuals from a variety of backgrounds and activities Some learn by doing things while others prefer listening to others Books, meanwhile, are an attractive alternative for those who would like to learn by reading Admittedly, each of these approaches toward studying has its own thoughtprovoking testimony First and foremost, it is no doubt that doing things grants human numerous merits A working environment is always in parallel with new challenges to overcome, different habits to know and various factors to experience It means that the ability to adopt an air of variation would manipulate individuals to gain a great deal of first-hand experiences which can hardly be obtained in academic environment Advice and books, for instance, seem to be no match for frequent practice at facilitating one‟s typing or speaking skills Plus, neither of reading or listening may bear any comparison with practical pursuit in that the constant exposure to a wide range of human behavior, which stands individuals an ideal chance to adjust their outlooks towards life as well as develop their soft skills Unarguably, practice makes perfect As regards reading, almost all books can promote the understanding of the reader and foster his intellect as well Deep inside the heart of every excellent book lies the distilled wisdom of centuries Therefore, not only can books bestow learners a great deal of reliable and extensive knowledge but several of them are also written to acquaint readers with the beauty of language and ideas which can scarcely be experienced in listening and doing things Facts have highlighted the vital role of books in disseminating information and civilizing the society In other words, reading books, by comparison, has been becoming the most popular and easiest way for everyone to be accessible to the skyline of knowledge and civilization Furthermore, reading books is prone to have significant implication to one‟s tactful manner thanks to the moderation acquired from his aesthetic enjoyment Human, therefore, owes a great debt to these inanimate factors called books Last but not least, the preference of auditory tactic of learning is attributed to certain redeeming features To be specific, listening is aimed at being given advice from LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com others, vaguely resembling the conventional way of communication It, hence, seems more lively and inspiring than other methods by the virtue of the fact that practical occupation may require physical effort; likewise, intellectual commitment is a significant determinant of reading Plus, listening contrasts with reading in respect to its direct and timely response when questions arise Nonetheless, blind pursuit of listening to others may predispose the learner to become a passive one, adding great impetus to his subsequent superficial knowledge; by the same token, some may be susceptible to misguided information from qualified books as well as deficient in analysis A person, therefore, should sharpen his sense of perception, aiming at the effectiveness in studying To summarize, it may be impossible to assert the best method among three ones above Personally, I would hold the combination of these three means of learning in high regard on the ground that the utilization of all their advantages can bestow learner an encouraging result in the near future ***************************************************************** Written by Nguyen Phu Hoang Topic: People learn in different ways Some people learn by doing things; others learn by reading about things; others learn by listening people talk about things Compare these three methods and choose the most suitable one for you Finding appropriate methods in learning is of great essence to achieve success It seems that man with certain characteristic and interest find themselves fit with certain ways of studying Some prefer to learn by doing things, some find reading especially effective to gain knowledge while others adhere to listening conversations of people around to collect information Below are some opinions to compare these approaches For those who are interested in practicing, they can acquire much practical experience Such experience gained when human by themselves conducting experiment, appears to be more long-lasting since man explore and handle the issue actively, compared to the case of reading, the knowledge tends to fade away without being applied in real life It can be realistic to learn by this way, yet all the effort may fall into pieces, should leaner be equipped with no basic understanding of the thing he is dealing with It is when reading becomes of great demand Books, newspaper and all kinds of document accommodate human with firm background knowledge and particular theories showing how things work, hence, reading plays a role of the guider directing man to the right LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com practicing pattern logically and reasonably It is no doubt that only when gaining access to these backup sources, should individuals be recommended to proceed to the implementation; otherwise, they may be prone to constant failure Listening others talk, besides, is emphasized as a learning method too yet just useful for those whose state of mind is lucid enough to selectively absorb information Learning from others ‟experience through chatting confers precious lessons on the listener, as long as they carefully diagnose whether the fact is reliable or not As for me, a combination of the three mentioned approaches is no doubt the best choice I am mostly inspired on doing things but I still need to read books and other sources of knowledge to perform appropriately as well as to listen diverse ideas from people around Barely can one expect to attain the learning results blossoming into the fullest extent, should they separate all three elements apart A man who can learn by heart all steps to make a cake from a cookbook cannot be attributed to an excellent cook until he asserts himself in the kitchen In fact, making a cake of high quality involves certain skills that are not written in books but only fulfilled by practicing and that is why reading only is inadequate That theory must be accompanied with practice is unquestionable Additionally, the know-how acquired from listening professionals in cuisine can create a special taste for the cake which is among determinants of a successful dish Obviously the absence of one element approach can make the cake imperfect after all In a nutshell, all studying methods generate both benefits and flaws A good blend of these ways is regarded as the optimal solution to exploit the advantages and restrict the disadvantages ***************************************************************** Student: Le Hanh Nguyen Topic:People learn in different ways Some people learn by doing things; other people learn by reading about things; others learn by listening to people talk about things Compare these ways of studying ? What is your choice? Studying process inevitably requires enduring efforts and consummate concentration from learners It is interesting that individuals take different views towards the method of learning Some associate frequent practice with success in LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com studying Many appreciate the value of reading about things Others highlight the role of heeding from surrounding people The first one, in my opinion, seems to own preeminent characteristics over the two other methods of learning First and foremost, exercising the learning tends to defeat other studying approaches in terms of the length of time to remember the knowledge Learners by this method will be offered the chance to envision the theory and attach it to the practice Knowledge, in this way, is anchored in one‟s memory for a longer period of time than in other ones Students particularly benefit from this studying approach Keeping all theoretical subjects at school in mind is , to some extent, such a challenge to youngsters The saying “practice makes perfect “, therefore, proves effective in academic setting In comparison, the absence of practice in reading about things and listening to other people hardly retains the knowledge in memory in such a considerable amount of time Students, for instance, can interpret math formulas from teachers‟ lessons within a short time Nonetheless, the ignorance of solving some related math problems may lead to no recollection of the theory Another contributing factor which highlights the superiority of practice to other learning methods lies in the depth of learners‟ understanding The accompaniment of exercising theory in studying process provides individuals the insight into aspects of knowledge Real practical experience performs a key role in converting superficial understanding into deep understanding, the two basic learning processes Learners adopting methods of reading about things and hearing others‟ talks gain mere smattering of the subjects Knowledge from surrounding people „s talks may be either unsystematic or overwhelming The ocean of information and distilled wisdom of centuries from reading appear to be beyond human immediate confines Putting all theory into practice deliberates learners from obscurity, facilitating their comprehension and penetration Furthermore learners can cultivate knowledge in a critical type to promote their understanding while doing things However, one may absorb information from other kinds without questioning, the rooted cause for passive learning style in the majority of students today Last but not least, doing things overtakes other studying ways in virtue of its height inspiration for individuals Practice-based studying exposes learners to both aspects of life: successes and failures Facts have shown that one accomplishing the job is prone to acquire a sense of achievement, the incentive to improve academic performance Therefore, doing things captures individuals‟ emotion and hold their attention, awakening their interest in studying Reading may be regarded as unanimated way of studying as the availability of knowledge in materials sometimes evokes the diverse LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com feelings in mankind Eliciting knowledge from others‟ talks barely demonstrates the studying-stimulating function due to their lack of vivacious elements in oral description For instance, playing a musical instrument by itself may be a force for good to assist learners in forming musical intuition which can be difficult to obtain through instruction of teachers or books All things considered, personally, I hold firm-ground that practice-based learning should be promoted as an integral part of high studying achievement by dint of the fact that it has redeeming features over the counterparts However, learning styles vary from person to person It cannot be denied that each of those aforementioned methods owns thought-provoking merits Above all, individuals ought to identify their potential to adhere to the most appropriate way in studying process ***************************************************************** Nguyen Thanh Mai Topic: learning by doing things, reading or listening to people talk Compare these and choose one suitable for you Writing: In the same educational environment, it is self-learning method that would be the determinant for student to succeed Whether practice, reading or listening to others is the optimum is still contested scathingly Those three kinds, admittedly, own their thoughtprovoking features To begin with the amount of knowledge, each of type meets the demand with different degrees Whilst listening appears to be predominant for a great deal of information, doing items for first-hand experience is indeed time-consuming, leading to an inconsiderable amount of knowledge To illustrate this, when confronting with a laborious exercise, listening to other students discuss, one can acquire various methods to solve from numerous sources By comparison, studying for the solution in books entails him to contemplate without human interpretation, that learner, therefore, may attain less knowledge than the former Doing this exercise in the same period; however, fetches pupil so little that even it sometimes brings nothing but futile attempts This trial and error way is; hence, infeasible to gain much knowledge in the limited time Regarding the accuracy of information, there exist distinct differences Practice and reading are regarded as reliable sources of learning, yet listening is meanwhile hardly assured As a saying goes: „practice makes perfect‟, only when experiments are conducted can scientists draw conclusion accurately as facts never fail anyone Similarly, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com almost all knowledge published is based on scrutiny in which can be trusted What‟s more, that books are censored by a number of educational organizations is also a worthconsidering factor in terms of its reliability Learning with ears; however, occasionally misleads listeners for the simple reason that the information people concentrating everyday may originate from rumor which has not been verified This circumstance is obviously inevitable Given aforementioned characteristics of each notion, all of them are forcible to adopt In the final analysis, from my point of view, should three methods be combined its effectiveness will be undeniably maximized with regard to both the extent and intensity of knowledge ***************************************************************** Nguyen Phuong Thao- Hung Yen Specialized High School Topic: People learn in different ways Some learn by doing things, others prefer learning by reading; others learn by listening to people talk about things Compared these methods and choose a most suitable one for you ESSAY Learning methods greatly vary among individuals Commonly, knowledge can be acquired though practicing, reading or listening Admittedly, each has some thoughtprovoking proofs Effectiveness is the strong point of practicing As a proverb goes:‟ Practice makes perfect”, practice is indispensable to success In fact, learners enjoy numerous chances to directly face reality and draw invaluable experience for themselves which could hardly be obtained from listening and reading Only by trial and error can an individual expose himself to difficult situations, requiring incorporate skills and capacities Studying through mistakes surpasses the two other methods since learners can take initiatives to equip themselves with knowledge in favourite topics In a nutshell, listening and reading are merely theoretical whereas practicing enhances the ability to over obstacles and approach knowledge firsthand Regarding reliability, reading is the first choice Provided that learners select reading material materials by distinguished writers, they can rest assured with the quality as opposed with doing and listening The content is subject to thorough review and careful edition before being printed What is more, it is neatly organized and vividly illustrated, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com enabling readers to approach information in the most comfortable way Through reading, anybody nurturing a burning thirst for human reservoirs of knowledge can intently accumulate information in various fields Last but not least, being loyal friends, documents can accompany owners anywhere, satisfying their needs Reading culture, however, is seriously deteriorating, mainly resulting from the growing impatience of human beings paralleling the advancement of technologies Therefore, those wishing to succeed by means of reading must possess persistence and diligence Listening to talks or lectures takes the lead in terms of time Learners not necessarily spare efforts to absorb knowledge yet make little contribution to their lessons It is still in doubt whether this kind of passive learning will bear fruition compared with practicing and the accuracy of issues mentioned is guaranteed as opposed to reading Some introducers may be of modest expertise and possibly state personal opinions while others even with professional training perhaps fail to attract listeners‟ intense attention By contrast, two above methods are obviously more time-consuming than listening In the long term, they turn out to be effective, being slow but sure, let alone the tremendous pleasure derived during the process of self-study In conclusion, one method can not be rigidly imposed on a particular person As for me seeking a sustainable source of knowledge and inspiration to ponder profound thoughts quietly, reading gains predominance over its alternate counterparts RESULTS At the beginning of the study I correct and give marks on the first writing as follows: Full name Mark Mai Hai Anh Nguyen Phu Hoang 5.5 Nguyen Thanh Mai 5.5 Le Hanh Nguyen LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Nguyen Phuong Thao Doan Trang Total Good Quite good Average pupils (17%) (17%) (66%) Table 1: Students’ results at the beginning of the first term It is clear from the observation and from the result in table that in writing lessons, most of the students had problems At the end of the first term, I correct and give marks on the above topic as follows: Full name Mark Mai Hai Anh 8.5 Nguyen Phu Hoang 6.5 Nguyen Thanh Mai Le Hanh Nguyen Nguyen Phuong Thao 6.5 Doan Trang 8.5 Total Good Quite good Average pupils (50%) (50%) (0%) Table 2: Students’ results after teachers use corrective feedbacks at the end of the first term It can be seen from table that corrective feedbacks have helped my gifted students a lot Students‟ writing has improved in several different ways One remarkable area of LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com progress is that now all of their writings are quite good At the beginning of the school year, when a writing assignment was carried out 66 % of my gifted students‟ writing were average, 17 % good and the same percentage were quite good However, at the end of the term, all my gifted students in English National Team had a good command of writing an essay 100% above average LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER IV: Conclusion Limitations of the study With the basis of a qualitative research, it is safe to say that the answers to the research questions are satisfactory However, the limitations of the present study should be mentioned: The time of the current study might not be long enough for conducting the research to cover all students Here, the researcher only concentrate on some gifted students This also contributed to the researcher‟s failure to see the satisfaction in students' learning to write an essay; - The assessment adopted in this study limited itself to test the participants‟ writing skill just in the measurement of corrective feedback in teaching essays; - Recommendations for further research Based on limitations of this study, some suggestions for future studies are proposed Further studies can be conducted with a longer time frame with the expansion in finding more effective methods to teach writing effectively for students in high schools For the materials, future research is suggested to be carried out with the deep and careful investigation into students‟ taste of different genres In addition, it is suggested that the stakeholders especially the principal of Hung Yen Specialised High School provide teachers with more opportunities to encourage all students to learn English Conclusion It is clear that my gifted students‟ writing skill have made much progress thanks to my using different ways of corrective feedback This gave me invaluable professional lessons on the path of teaching writing In my point of view, we should put ourselves into our students‟ mind and understand what their interests and motivations in learning are then look at those interests and motivations with a teacher‟s eye and knowledge in order to adopt appropriate methods and approaches As teachers, we must learn to treat our students both as language learners and as human beings by taking into account not only language functions but also interests and motivations LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com I will always appreciate the comments or opinions from my colleagues to help me improve my teaching practice in the future I hope my study will be useful for the teachers and students in the process of teaching and learning language at high school LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com References Bardivi-Harwig, K (1997) Another piece of the puzzle The emergence of the present perfect.Language Learning, 47, 375-422 Bosher, S (1990) The role of error correction in the process-oriented ESL composition classroom Minnetesol Journal, 8, 89-101 Brender, A (1995) An investigation of differences between peer tutors and faculty tutors Paper presented at the (Inter) National Writing Center Conference, St Louis, MO Brinko, K (1993) The practice of giving feedback to improve teaching Journal of Higher Education, 64, 574-593 Bruffee, K A (1884) Collaborative learning and the “conversation of mankind” College English, 46, 645-652 Caulk, N (2004) Comparing teacher and student response to written work TESOL Quarterly, 28,181-188 Chandler, J (2003) The efficacy of various kinds of error correction for improvement of the accuracy and fluency of L2 student writing Journal of Second Language Writing, 12, 267-296 Chaudron, C (1988) Second language classrooms: Research on teaching and learning Cambridge, UK: Cambridge University Press Diab, R (2005) Teachers‟ and students‟ beliefs about responding to ESL writing: a case study TESOL Canada Journal, 23, 28-41 Fathman, A.K., Whalley, E (1990) Teacher response to student writing: Focus on form versus content In B Kroll (Ed.), Second Language Writing (pp 178-190) Cambridge, UK: Cambridge University Press Harris, M (1986) Teaching one-to-one: The writing conference National Council of Teachers of English Lee, I (2005) Error correction in L2 secondary writing classrooms: The case of Hong Kong Journal of Second Language Writing, 13, 285-312 Long, M (1996) The role of linguistic environment in second language acquisition In W C Ritchie & B K Bahtia (Ed.), Handbook of second language acquisition (pp 413- 468) New York: Academic Press LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Zhu, H (2010) An analysis of college students‟ attitudes towards error correction in EFL context English Language Teaching, 3, 127-130 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... and give marks on the first writing as follows: Full name Mark Mai Hai Anh Nguyen Phu Hoang 5.5 Nguyen Thanh Mai 5.5 Le Hanh Nguyen LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Nguyen... correct and give marks on the above topic as follows: Full name Mark Mai Hai Anh 8.5 Nguyen Phu Hoang 6.5 Nguyen Thanh Mai Le Hanh Nguyen Nguyen Phuong Thao 6.5 Doan Trang 8.5 Total Good Quite good... should choose the most suitable lifestyle in relation to his or her living condition, working setting, and social status ************************************************************ LE HANH NGUYEN