Feedback from teachers and peers in speaking activities perceptions and reality

MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES  GRADUATION THESIS FEEDBACK FROM TEACHERS AND PEERS IN SPEAKING ACTIVITIES: PERCEPTIONS AND REALITY AN INVESTIGATION AT INDUSTRIAL UNIVERSITY OF HOCHIMINH CITY (IUH), VIETNAM STUDENT: LÊ HOÀNG TƯỜNG VY ID NUMBER: 13023691 CLASS: DHAV9 COURSE: 2013-2017 SUPERVISOR: LÊ THỊ THIÊN PHƯỚC, M.A HCMC, May 2017 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES  GRADUATION THESIS FEEDBACK FROM TEACHERS AND PEERS IN SPEAKING ACTIVITIES: PERCEPTION AND REALITY AN INVESTIGATION AT INDUSTRIAL UNIVERSITY OF HOCHIMINH CITY (IUH), VIETNAM STUDENT: LÊ HOÀNG TƯỜNG VY ID NUMBER: 13023691 CLASS: DHAV9 COURSE: 2013-2017 SUPERVISOR: LÊ THỊ THIÊN PHƯỚC, M.A HCMC, May 2017 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - Student‟s name : LÊ HOÀNG TƯỜNG VY Student‟s ID : 13023691 Class : DHAV9 Course : 2013-2017 Supervisor : LÊ THỊ THIÊN PHƯỚC, M.A Student‟s declaration: “I certify that this work is entirely my own and has not been accepted as part of a submission to another purpose elsewhere.” Date submitted : ……………………… Signed : ……………………… Word length : 12562 words TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Background of the problem 1.2 Statement of the problem 1.3 Research hypothesis 1.4 Scope of the study 1.5 Purpose of the study 1.6 Significant of the study 1.7 Research questions CHAPTER LITERATURE REVIEW 2.1 Definition of terms 2.1.1 EFL 2.1.2 IUH (Industrial University of Ho Chi Minh City) 2.1.3 Speaking 2.1.4 Feedback 2.2 Theoretical framework 2.2.1 Speaking 2.2.2 EFL Students‟ common mistakes in Speaking: 2.2.4 Peer Feedback: 12 2.2.5 Opportunities of feedback 13 2.2.6 Criteria of Learners Feedback: 14 2.2.7 The impact of the feedback on the learning process: 15 2.3 Related research 16 2.4 Research questions 17 CHAPTER 3: RESEARCH METHODS 18 3.1 Locate of the study 19 3.2 Participants 20 3.3 Research methodology 20 3.3.1 Questionnaires 21 3.3.2 Classroom observation 21 3.4 Procedure of the study 22 3.5 Timeline for Data Collection and Observation Procedures 23 CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION 24 4.1 Overview 25 4.2 The Analysis of students and teachers‟ Questionnaire: 25 4.3 Classroom Observation analysis 43 4.3.1 The first period 43 4.3.2 The second period 44 4.4 The results of teachers and students questionnaire 44 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS 46 5.1 Summary 47 5.2 Teachers and students perceptions on the importance of feedback 47 5.3 The implementation of teacher and peers feedback 47 5.4 Limitations 48 5.5 Suggestions for further research 48 5.5.1 Raising more awareness of the importance of feedback in students 49 5.5.2 Enhancing the quality of feedback 49 5.5.3 Changing students‟ perceptions of teacher and peer feedback 49 REFERENCES 50 APPENDICE 50 TABLE OF FIGURES Figure I: Difficulties students encounter when practicing speaking in English 25 Figure II: Students‟ common feedback givers 26 Figure III: Students and teachers‟ views towards the statement: “Feedback is a justification of the grade student have received.” 26 Figure IV: Students and teachers‟ views towards the statement: “When the listeners give students feedback, it shows that they care about the students‟ performance or work.” 27 Figure V: Students and teachers‟ views towards the statement: “Feedback tells students what they need to to improve their performance in English speaking.” 28 Figure VI: Students and teachers‟ views towards the statement: “Students deserve feedback when they put so much effort into their performance.” 28 Figure VII: Students and teachers‟ views towards the statement: “Feedback is a response from the teacher and peers to something students have said in the class.” 29 Figure VIII: Students and teachers‟ views towards the statement: “When students receive a lot of feedback, they feel encouraged.” 30 Figure IX: Students and teachers‟ views towards the statement: “Receiving feedback does not reduce students‟ anxiety about a subject.” 31 Figure X: Students and teachers‟ views towards the statement: “Feedback is an evaluation of students‟ strengths and weaknesses.” 32 Figure XI: Students and teachers‟ views towards the statement: “Lecturers who provide feedback care about students‟ performance.” 33 Figure XII: Students and teachers‟ views towards the statement: “Feedback shows students what the expectations of teachers/peers are.” 34 Figure XIII: Students and teachers‟ views towards the statement: “Feedback motivates students to study.” 35 Figure XIV: Students‟ views towards the statement: “When students don‟t receive any feedback, they would feel that the listeners not respect them.” 36 Figure XV: Frequency of teacher feedback 37 Figure XVI: Frequency of peer feedback 37 Figure XVII: Types of mistakes that students give feedback to their peers 38 Figure XVIII: Types of mistakes that teacher give feedback to students 38 Figure XIX: Participants‟ responses about their peers‟ form of giving feedback 39 Figure XX: Participants‟ responses about their teacher‟s form of giving feedback 39 Figure XXI: Participants‟ feelings about their teacher‟s feedback 40 Figure XXII: Participants‟ feelings about their peers‟ feedback 40 Figure XXIII: Participants‟ opinions about their teacher‟s feedback 41 Figure XXIV: Participants‟ opinions about their teacher‟s feedback 41 Figure XXV: Reasons why the participant evaluated peers‟ feedback is “of little help” or “useless” 42 Figure XXVI: Reasons why the participant evaluated teacher‟s feedback is “of little help” or “useless” 42 Figure XXVII: The calculations of teacher and peer feedback in a period of DHAV9 43 Figure XXVIII: The calculations of teacher and peer feedback in a period of DHAV11 44 ABSTRACT Speaking is one of the most significant skills in learning a language It is believed that the most effective way to communicate is through speech It is obvious that students at university level are taught how to speak English inside the classroom as well as use their speaking skills in social communication Also, feedback plays a major role in giving information and evaluation towards students‟ oral production in order to improve their performance Nevertheless, this process of teaching has still been neglected in some research, which has made the experience of students has not been effectively developed Moreover, not only feedback from teachers affect students‟ speaking performance, students also need advice and recommendations from their peers, which could be more particular and easier to obtain However, not many students aware of their roles in assisting their friends‟ improvements and have not contributed much in giving feedback The core of this research is the investigation on one of the most important technique in teaching EFL which is feedback either from teachers or peers This research has five chapters: Introduction, Literature review, Research design, Research findings and discussion and Conclusion and recommendations with different purposes contributed to the topic In the first chapter, the researcher introduces the overviews of the research including its purposes, hypothesis and significance In chapter two, the researcher reviews the literature and theory which is related to the research questions of the topic Chapter three is about the methodologies of the topic that are conducted by using the methods of questionnaires and classroom observation In the fourth sections, the researcher gives the analysis and conclusion from the data collected and discuss more about them In chapter five, the researcher summarizes the whole study and then recommends some suggestions to put into practice or for further research Finally, through this study, the researcher hopes that feedback on students‟ learning process would be enhanced and students would be motivated to communicate and perform correctly after receiving various constructive feedback from their teachers and peers ACKNOWLEDGEMENT During the period of performing the graduation report, I received a plenty of enthusiastic help and support that encouraged me to overcome all difficulties and finish this challenging but meaningful time Firstly, I would like to express thanks to the School Board of Industrial University of ho Chi Minh City and the Faculty of Foreign Languages for giving an opportunity and provide so many conditions for me to complete my graduation thesis My deepest thanks go to my supervisor, Ms Lê Thị Thiên Phước, for her professional advice, guidance and encouragement throughout my studies During the process I have met such tough difficulties that I believe I could not have overcome them without her enthusiastic support In addition, I would like to thank all of my friends and family who gave me the greatest support and assistance during the time of conducting this research They were the one who shared feelings and gave me valuable advice whenever I was frustrated or demotivated Also, I could not go through this hard time without their love and support I would also like to give special thanks to the students and teachers who have participated in this study, for their great effort in supporting me during the research In brief, I would like to offer my deepest love and appreciation to the all great people who supported me to finish this graduation thesis SUPERVISOR’S COMMENTS & REMARKS MARKER: SIGNED: Submitted by Lê Hoàng Tường Vy ID number: 13023691 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS Supervisor: Lê Thị Thiên Phước, M.A Page 46 Submitted by Lê Hoàng Tường Vy ID number: 13023691 5.1 Overview Throughout the study, we investigate the role of teacher and peer feedback in enhancing EFL learners‟ oral production from the perception of teachers and students Teachers undertake the feedback as a tool to encourage their students to correct their mistakes and to improve their oral performance Besides, and the learners should take the feedback in consideration as a motivation for their improvements The purpose of this chapter is to provide a conclusion from the findings presented in the previous chapter in order to explore the role of teacher and peer feedback in improving students‟ speaking performance First, it will look into students‟ and teachers‟ understanding of the teacher and peer feedback It will then analyze the proportion of the implementation of feedback given by teachers and students in the classroom 5.2 Teachers and students perceptions on the importance of feedback For both teachers and students, feedback is an essential factor for effective learning It provides students with information about their learning progress and strategies for making development Most of them consider feedback is a key element that should be applied in a high frequency in the classroom for they recognize its significance in students‟ learning progress The results from the previous chapter show that all of the teachers who did the teacher questionnaire highly evaluated the importance of feedback Since the teachers are more experienced, they clearly understand that feedback is inevitable in learning progress In addition, they show their views that giving feedback only is not enough, students also have to take feedback into consideration and practice more to overcome their mistakes Students‟ perceptions regarding teacher and peer feedback are also linked to their understanding of the feedback in which feedback is significant However, some of them have not realized the important of feedback and regarded feedback as a threat to their self-esteem However, it was only a minor part while the others also believe that they really need feedback from teachers and peers in order to find out their pros and cons Besides, students should take action to respond to the feedback they received, otherwise their performance will not improve and their motivation to learn from feedback will decrease 5.3 The implementation of teacher and peers feedback Based on the findings from the previous chapter, it is a great signal that teachers are mentioned to give lots of feedback in the classroom It means that besides of recognizing the Supervisor: Lê Thị Thiên Phước, M.A Page 47 Submitted by Lê Hoàng Tường Vy ID number: 13023691 importance of feedback, the teachers also dedicate a lot to the feedback on students‟ performance This refers that the teachers are aware of their students‟ mistakes and provide them with more explanation or advice in the appropriate time to correct these mistakes Since they have pedagogical experience, their feedback is evidently professional and reliable However, it will be better if they use less strict words when giving feedback to the students On the other hand, the results of the questionnaires also show that the proportion of peer feedback is not high and frequent enough although they also highly evaluate the vitality of feedback They often give feedback to their peers privately instead of telling them in front of the class This may lead to a consequence that the feedback is not diversed and various from many students who observe the performance from their peers.In addition, their ways of feedback is also a drawback for they misunderstand between feedback and criticism Therefore, their feedback is not highly considered and appreciated by the recipients Moreover, since they lack experience in assessment, their feedback is ambiguous with only some perceptional and personal comments rather than suggestions to improve the mistakes Hence, the quality and reliability of the feedback is not highlighted in peer assessment 5.4 Limitations The researcher found that there were challenges to the present study Some students did not fill in the open-ended question as well as they did not tick on some questions, which implies that the survey may have been too lengthy Moreover, other potential factors were an imbalance in questionnaires‟ answers and classroom observation After observing two classrooms, the researchers found that the students gave very little assessment to their peers when the paper show that the frequency is 50% This can be referred that the time of observation is not enough to investigate fully the pedagogical implementation Although the gaps from perceptions and reality was shown in the questionnaires, still lack observation may have affected the final results Despite these limitations the current study provides a gap between the understanding or perceptions of feedback from teachers and students and the reality in the classroom 5.5 Suggestions for further research Examining how feedback influences students‟ understanding and thereby develop their positive perceptions towards feedback helps to raise their awareness of the elements for effective learning To summarize areas in feedback research that need further attention, the researcher offers the following suggestions Supervisor: Lê Thị Thiên Phước, M.A Page 48 Submitted by Lê Hoàng Tường Vy ID number: 13023691 5.5.1 Raising more awareness of the importance of feedback in students Many of the students accept that feedback is a significant part in their learning process Thus, teachers should make more efforts to educate students to understand deeper about feedback, for example, why they are important or to what extend they influence students‟ learning process By this way, students are educated and bear in mind that whenever they give feedback, they are contributing to their friends‟ improvement Moreover, teachers should boost their confidence to give assessment to others 5.5.2 Enhancing the quality of feedback Feedback from teachers and peers is a key element in the learning process Yet, providing quality feedback is not an easy task for both teachers and students It is particularly difficult in speaking assessments when the time for observation is usually only within a few minutes for each performance First of all, both teachers and students should bear in mind that quality feedback is essential for effective learning That means it may include both positive and negative feedback, and suggestions as well The researcher believes that feedback with quality may be more important than quantity in helping students to develop The teachers should make efforts to instruct the students to give feedback effectively, which means feedback should be clear and easy to obtain and there should be suggestions after the assessment 5.5.3 Changing students’ perceptions of teacher and peer feedback In order to motivate students to make improvement with the feedback from teachers and peers, teachers should highlight more students‟ role in both teacher and peer assessments At the same time, students have to take an active role in peer assessment Their feedback can also provide valuable information for their peers to make improvement in the next performance Additionally, students should be told to be more open-minded to receive positive and negative feedback from their peers if it is clear and correct and they also receive the suggestions to overcome the mistakes and improve their performance Beside of educating students‟ awareness on feedback and boost their confidence to be more open in receiving them as well as giving assessment to their peers, teachers may apply some creative schemes of assessment in the classroom For example, instead of letting students give oral feedback, the teachers may let them write in a piece of paper after every performance and give their peers a collection of feedback from their classmates This method can be applied for the first stage of enhancing students practice of giving feedback before moving to straightforward oral assessment when the students fully absorb the significance of feedback as well as they are more familiar with giving assessment to others and receive those from their friends Supervisor: Lê Thị Thiên Phước, M.A Page 49 Submitted by Lê Hoàng Tường Vy ID number: 13023691 REFERENCES Supervisor: Lê Thị Thiên Phước, M.A Page 50 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Anderson, C (1997) Enabling and shaping understanding through tutorials The Experience of Learning (2nd ed.) Edinburgh: Scottish Academic Press Bandura, A (1986) Social foundations of thought and action: A social cognitive theory Englewood Cliffs, New Jersey: Prentice-Hall Bangert-Drowns, R.L., Kulik, J.A., Kulik, C.C., & Morgan, M (1991) The instructional effects of feedback in test-like events Review of Educational Research, 61: 213-238 Bhoscham, Sue, and Pete Boyd (2007) Developing Effective Assessment in Higher Education: A Practical guide England: Open University Press Biggs, J (2003) Teaching for Quality Learning at University (2nd ed.) Biggs, J (2003) Teaching for quality learning at university: What the student does Buckingham: Society for Research into Education & Open University Press Birenbaum, M (2007) Assessment and instruction preferences and their relationship with test anxiety and learning strategies Higher Education, 53, 749-768 Brown, G., & yule, G (1983) Discourse analysis Cambridge, Cambridge University Press Brown, S & Glasner, A (1999) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches, 15 (183-90) Buckingham and Philadelphia, PA: The Society for Research into Higher Education and Open University Press Burns, A., & Joyce, H (1997) Focus on speaking Sydney: National Center for English Language Teaching and Research Chaney, A.L (1998) Teaching Oral Communication Boston: Allyn and Bacon Deeprose, C., & Armitage, C (2004) Reports: Giving formative feedback in higher education Psychology Learning and Teaching, (1), 43-46 Drew, S (2001) Student perceptions of what helps them to learn and develop in higher education Teaching in Higher Education, (3), 309-332 EFL (2016) In Oxford Advanced Learner's Dictionary Retrieved April 13, 2017, from http://www.oxfordlearnersdictionaries.com/definition/english/efl?q=efl Ferris, D (2007) Preparing teachers to respond to student writing Journal of Second Language Writing, 16, 165–193 Retrieved from http://currins547spring2014.pbworks.com/w/file/fetch/74199506/Ferris%20(2007)%2 0response.pdf Fineman, S (1981) Reflections on peer teaching and peer assessment – an undergraduate experience Assessment and Evaluation in Higher Education, 6(1), 82-93 Supervisor: Lê Thị Thiên Phước, M.A Page 51 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Fisher, D., & Frey, N (2007) Scaffolded writing: A gradual release approach to writing instruction New York: Scholastic Gijbels, D., & Dochy, F (2006) Students' assessment preferences and approaches to learning: Can formative assessment make a difference? Educational Studies, 32 (4), 399-409 Harmer, J (1998) How to Teach English: An Introduction to the Practice of English Teaching Malaysia, VVP: Longman Print Harmer, J (2001) The Practice of English Language Teaching England: Longman Hill, F.M (1995) Managing service quality in higher education: The role of the student as primary consumer Quality Assurance in Education, 3, 10-21 Hounsell, D (2007) Towards more sustainable feedback Rethinking Assessment in Higher Education: Learning for the longer term Oxon: Routledg Hyland, J.M., Johnstone, P.T., Pitts, A.M., Tripos, T (1980) Math Proc Camb Philos Soc 88 Industrial University of Ho Chi Minh City (2015, January 16) Retrieved from https://heeap.org/partners/industrial-university-ho-chi-minh-city Johnson, D.W., Johnson, R.T., & Holubec, E.J (1993) Cooperation in the Classroom (6th ed.) Edina, MN: Interaction Book Company Kingen, S (2000) Teaching Language Arts in Middle Schools: Connecting and Communicating Mahwah, NJ: Lawrence Erlbaum Associates Kouicem, K (2010) The Effect of Classroom Interaction on Developing the Learners‟ Speaking Skill Constantine: Constantine University Lackey, J.R (1997) The effects of feedback on motivation and changes in written performance Paper presented at the Annual Meeting of the American Education Research Association Chicago, IL Lapham, A & Webster, R (1999) Peer assessment of undergraduate seminar presentations: motivations, reflection and future directions Buckingham and Philadelphia, PA: The Society for Research into Higher Education and Open University Press McCune, V & Hounsell, D (2005) The development of students‟ ways of thinking and practicing in three final-year biology courses Higher Education, 49: 255-289 Ngu, A.H.H., Shepherd, J & Magin, D (1995) Engineering the „Peers‟ system: the development of a computer-assisted approach to peer assessment Research and Development in Higher Education, 18: 582-782 Supervisor: Lê Thị Thiên Phước, M.A Page 52 Submitted by Lê Hoàng Tường Vy ID number: 13023691 O‟Donnell, A.M & Topping, K (1998) Peer Assessing Peers: Possibilities and Problems Peer-Assisted Learning, 255-278 Parikh, A., McReelis, K., & Hodges, B (2001) Student feedback in problem based learning: A survey of 103 final year students across five Ontario medical schools Medical Education, 35, 632-636 Phillips, F (1999) Business students' learning preferences and associated task performance Journal of Education for Business, 10, 27-32 Reid, D.J., & Johnston, M (1999) Improving teaching in higher education: Student and teacher perspectives Educational Studies, 25 (3), 269-281 Rucker, M L., & Thomson, S (2003) Assessing student learning outcomes: An investigation of the relationship among feedback measures College Student Journal, 37 (3), 400-404 Shute, V.J (2008) Focus on Formative Feedback Review of Educational Research, 78, 153–189 Stake, J.E (1982) Reactions to positive and negative feedback: Enhancement and consistency effects Social Behavior and Personality, 10 (2), 151-156 Thronbury, S (2008) How to Teach Speaking Malaysia: Pearson Education Limited Webster (2001) New world dictionary of the American language, 4th ed Foster City, CA: IDG Books Worldwide Supervisor: Lê Thị Thiên Phước, M.A Page 53 Submitted by Lê Hoàng Tường Vy ID number: 13023691 APPENDICES Supervisor: Lê Thị Thiên Phước, M.A Page 54 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Appendix A – Student Questionnaire Section 1: Speaking skill - Background questions Tick (√) in the box indicating your opinion What difficulty you have when practicing speaking English: □ Mispronunciation □ Problems in grammatical rules □ Lack of vocabulary □ Difficulties in transfer from the first language to the second language □ Others If others mention them: Who often provide feedbacks and correction for you? □ Teachers □ Friends/Classmates □ Close friends □ You give feedbacks and correction for yourself Section 2: Perceptions of Feedback Please tick (√) in the box that indicates your level of agreement (STRONGLY AGREE, AGREE, NEUTRAL, DISAGREE, STRONGLY DISAGREE ) for each of the following statements No 10 11 12 Statement STRONGLY AGREE AGREE NEUTRAL DISAGREE STRONGLY DISAGREE Feedback is a justification of the grade student have received When the listeners give students feedback, it shows that they care about the students‟ performance or work Feedback tells students what they need to to improve their performance in English speaking Students deserve feedback when they put so much effort into their performance Feedback is a response from the teacher and peers to something students have said in the class When students receive a lot of feedback, they feel encouraged Receiving feedback does not reduce students‟ anxiety about a subject Feedback is an evaluation of students‟ strengths and weaknesses Lecturers who provide feedback care about students‟ performance Feedback shows students what the Supervisor: Lê Thị Thiên Phước, M.A Page 55 Submitted by Lê Hoàng Tường Vy 13 14 ID number: 13023691 expectations of teachers/peers are Feedback motivates students to study When students don‟t receive any feedback, they would feel that the listeners not respect them 15 In your opinion, explain the role of feedback in improving your oral performance? _ _ Section 3: The reality of teacher and peer feedback Tick (√) in the box indicating your opinion 16 Do your teacher and peer give you feedback after your speaking tasks? Teacher □ Always □ Usually □ Often □ Rarely □ Never Peer □ Always □ Usually □ Often □ Rarely □ Never 17 Teacher/Peer give feedback: Teacher Peer □ □ □ □ □ □ □ □ Teacher Peer □ □ □ □ □ □ □ □ □ □ _ _ 19 How you feel when you receive feedback from your teacher and peer? Feedback from Feedback from When you commit grammar mistakes When you commit pronunciation mistakes When you commit poor vocabulary When negative transfer from first language to the second language Others (if you choose "Others", please indicate them) 18 How did your teacher/peer correct your errors? Provide the correct form Show the mistake Giving the rule Giving advice Giving criticism Others (if you choose "Others", please indicate them) Supervisor: Lê Thị Thiên Phước, M.A Page 56 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Appreciated Discouraged Bored Interested Indifferent Others (if you choose "Others", please indicate them) teacher peer □ □ □ □ □ □ □ □ □ □ 20 What you think about the effectiveness of teacher and peer feedback? Teacher feedback is: □ useless □ of little help Peer feedback is: □ helpful □ greatly helpful □ useless □ helpful □ greatly helpful □ of little help 21 If your evaluation in teacher/peer feedback was “useless” or “of little help”, please indicate the reasons: Feedback from Feedback teacher from peer Because of the ambiguity of feedback □ □ Because of teacher/peer's way of presenting the feedback Using strict words when feedback Attitude when feedback Lack suggestions in correcting mistakes Others (if you choose "Others", please indicate them) Supervisor: Lê Thị Thiên Phước, M.A □ □ □ □ □ □ □ □ _ Page 57 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Appendix B – Teacher Questionnaire Section 1: Perceptions of Feedback Please tick (√) in the box that indicates your level of agreement (STRONGLY AGREE, AGREE, NEUTRAL, DISAGREE, STRONGLY DISAGREE ) for each of the following statements No 10 11 12 Statement STRONGLY AGREE AGREE NEUTRAL DISAGREE STRONGLY DISAGREE Feedback is a justification of the grade student have received When the listeners give students feedback, it shows that they care about the students‟ performance or work Feedback tells students what they need to to improve their performance in English speaking Students deserve feedback when they put so much effort into their performance Feedback is a response from the teacher and peers to something students have said in the class When students receive a lot of feedback, they feel encouraged Receiving feedback does not reduce students‟ anxiety about a subject Feedback is an evaluation of students‟ strengths and weaknesses Lecturers who provide feedback care about students‟ performance Feedback shows students what the expectations of teachers/peers are Feedback motivates students to study When students don‟t receive any feedback, they would feel that the listeners not respect them 13 In your opinion, explain the role of feedback in improving your oral performance? _ _ Section 3: The reality of teacher and peer feedback Tick (√) in the box indicating your opinion 14 Do your teacher and peer give you feedback after your speaking tasks? Supervisor: Lê Thị Thiên Phước, M.A Page 58 Submitted by Lê Hoàng Tường Vy Teacher □ Always □ Usually □ Often □ Rarely □ Never ID number: 13023691 Peer □ Always □ Usually □ Often □ Rarely □ Never 15 Teacher/Peer give feedback: When you commit grammar mistakes When you commit pronunciation mistakes When you commit poor vocabulary When negative transfer from first language to the second language Others (if you choose "Others", please indicate them) Teacher Peer □ □ □ □ □ □ □ □ _ 16 How did your teacher/peer correct your errors? Provide the correct form Show the mistake Giving the rule Giving advice Giving criticism Others (if you choose "Others", please indicate them) Supervisor: Lê Thị Thiên Phước, M.A Teacher Peer □ □ □ □ □ □ □ □ □ □ _ Page 59 Submitted by Lê Hoàng Tường Vy ID number: 13023691 Appendix C – Feedback observation form Start time: _ End time: Teacher feedback Peer feedback Minutes observed Amount of feedback Feedback rate in a period (amount of feedback x 60/ minutes observed) Tick (√) in the box that indicates the level of feedback (HIGHLY EVIDENT, EVIDENT, NEUTRAL, NOT SO EVIDENT, NOT EVIDENT) for each of the following statements No Statement Feedback was specific and accurate Feedback was universal (all students received feedback) Feedback was immediate Feedback was non-threatening Supervisor: Lê Thị Thiên Phước, M.A HIGHLY EVIDENT EVIDENT NEUTRAL NOT SO EVIDENT NOT EVIDENT Page 60 ...MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES  GRADUATION THESIS FEEDBACK FROM TEACHERS AND PEERS IN SPEAKING ACTIVITIES: ... constructing meaning that involves producing, receiving and processing information Its form and meaning are dependent on the context in which it occurs, the participants, and the purposes of speaking? ??... speaking? ?? Clearly, speaking is the communicative process of exchanging information, negotiating meaning and maintaining interaction Also, Chaney (1998) states his own definition of speaking as "the