Teachers beliefs, seft reported practices and students preferences on written conrrective feedback a study at the asean international school,van thanh campus a thesis submitted in partial fulfillment of the requirement

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ NGUYEN THI BAO TRINH TEACHERS’ BELIEFS, SELF-REPORTED PRACTICES AND STUDENTS’ PREFERENCES ON WRITTEN CORRECTIVE FEEDBACK: A STUDY AT THE ASIAN INTERNATIONAL SCHOOL- VAN THANH CAMPUS Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER THESIS MASTER OF ARTS IN TESOL Supervisor: Assoc Prof Dr PHAM VU PHI HO HO CHI MINH CITY, 2021 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Độc lập – Tự – Hạnh phúc GIẤY XÁC NHẬN Tôi tên là: Nguyễn Thị Bảo Trình Ngày sinh: 23/5/1991 Nơi sinh: Bình Thuận Chuyên ngành: Lý luận phương pháp dạy học môn Tiếng Anh Mã học viên: 1781401110035 Tôi đồng ý cung cấp tồn văn thơng tin luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thông tin luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Công nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) Nguyễn Thị Bảo Trình CỘNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC SĨ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: Phó Giáo Sư Tiến sĩ- Phạm Vũ Phi Hổ Học viên thực hiện: Nguyễn Thị Bảo Trình Lớp: MTESOL017A Ngày sinh: 23/05/1991 Nơi sinh: Bình Thuận Tên đề tài: TEACHERS’ BELIEFS, SELF-REPORTED PRACTICES AND STUDENTS’ PREFERENCES ON WRITTEN CORRECTIVE FEEDBACK: A STUDY AT THE ASIAN INTERNATIONAL SCHOOL-VAN THANH CAMPUS Ý kiến giáo viên hướng dẫn việc cho phép học viên Nguyễn Thị Bảo Trình bảo vệ luận văn lần hai trước Hội đồng: Luận Văn Nguyễn Thị Bảo Trình đủ điều kiện chất lượng nội dung để bảo vệ trước hội đồng Đồng ý cho bảo vệ luận văn Thạc sỹ Thành phố Hồ Chí Minh, ngày…5 tháng năm 2021 Người nhận xét PGS.TS Phạm Vũ Phi Hổ STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Teachers’ Beliefs, Self-Reported Practices and Students’ Preferences on Written Corrective Feedback: A Study at the Asian International School-Van Thanh Campus” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgment in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, September 2021 NGUYEN THI BAO TRINH i ACKNOWLEDGEMENTS This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the people who have kindly contributed with an enormous commitment and enthusiasm in my research Without the help of those who supported me at all times and in all possible ways, it would not have been feasible for me to complete my M.A thesis First of all, I am deeply indebted to my supervisor, Associate Professor, Dr Pham Vu Phi Ho, whose compassion; encouragement and guidance throughout the research have supported me in the thesis completion I have truly learned from his excellent knowledge and wide experience in research I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh City for providing me valuable sources of intellectual knowledge during my study This knowledge was very useful when I conducted this research I owe a great debt of gratitude to the participating teachers and students at the Asian International School (Van Thanh Campus) who contributed data to this thesis Without them, the data collection for this study could not properly been carried out ii ABSTRACT Written corrective feedback (WCF) is significantly important for students as it can help them enhance their second language writing ability This study aimed at investigating if there are any mismatches between teachers’ beliefs and self-reported practices as well as teachers’ practices and students’ preferences on WCF including value, timing, sources, strategies, amount, and focus of WCF Relevant literature regarding teachers’ beliefs and practices and students’ preferences on WCF were reviewed Based upon this conceptual framework, the researcher conducted survey study with mixed-methods design, which were quantitatively and qualitatively, respectively Data were collected and analyzed through the tools of questionnaires and interviews with 12 teachers and 141 pre- intermediate students at the Asian International School The findings of this study showed that there were incongruences between the teachers’ beliefs and their classroom practices about how often, who, and which errors that the WCF was provided Besides, the teachers’ classroom practices mismatched their students’ preferences of WCF for certain aspects, i.e frequency rate, sources, strategies, and focus of WCF The study concluded with pedagogical implications and a recommendation for further study in the line of research on WCF iii TABLE OF CONTENTS Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv CHAPTER 1: INTRODUCTION 1.1 Rationale to the study 1.2 Statements of the problems 1.3 Research aims 1.4 Research questions 1.5 Significance of the study 1.6 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Approaches to teaching writing 2.1.1 Approaches to teaching writing: product approach versus process approach 2.1.2 Social constructivism learning theory 2.2 Feedback in teaching writing 2.3 Written corrective feedback 2.3.1 Definition of corrective feedback 2.3.2 Definition of written corrective feedback 2.3.3 Value of written corrective feedback 2.3.4 Strategies of written corrective feedback 2.3.5 Sources of written corrective feedback 2.3.6 Timing of written corrective feedback 2.3.7 Amount of written corrective feedback 2.3.8 Focus of written corrective feedback 10 2.4 Teachers’ beliefs and practices on written corrective feedback 10 2.5 Students’ Preferences on written corrective feedback 12 2.6 Previous studies and research gaps 14 2.6.1 Teachers’ beliefs and practices on written corrective feedback 14 2.6.2 Students’ preferences of written corrective feedback 16 2.7 Conceptual framework 18 2.8 Chapter summary 18 v CHAPTER 3: METHODOLOGY 19 3.1 Research context 19 3.2 Research participants 19 3.3 Research design 22 3.4 Research instruments 22 3.4.1 Questionnaires for teachers and students 23 3.4.2 Interviews for teachers and students 26 3.5 Data analytical framework 27 3.5.1 Research question 27 3.5.2 Research question 28 3.6 Methodological issues 29 3.6.1 Reliability 29 3.6.2 Validity 30 3.6.3 Ethnics 33 3.6.4 Triangulation 31 3.7 Chapter summary 32 CHAPTER 4: FINDINGS AND DISCUSSION 32 4.1 Research Question 1: To what extent are the teachers’ beliefs incongruent with self-reported practices of WCF in writing classes? 35 4.1.1 Data analysis 35 4.1.2 Discussion of research question 1: To what extent are the teachers’ beliefs incongruent with selfreported practices of written corrective feedback in writing classes? 49 4.2 Research question 2: What is the relationship between the students’ stated preferences and the teachers’ self-reported practices of written corrective feedback inwriting classes? 52 4.2.1 Data analysis 52 4.2.2 Discussion of research question 2: What is the relationship between the students’ stated preferences and the teachers’ self-reported practices of written corrective feedback inwriting classes? 63 4.3 Chapter summary 66 CHAPTER 5: CONCLUSIONS 67 5.1 Conclusions of key findings 67 5.2 Implications 69 5.3 Limitations 70 5.4 Recommendations 71 5.5 Chapter summary 71 REFERENCES 73 Appendix A 79 vi Questionnaire with teachers (English version) 79 Appendix B 81 Questionnaire with teachers (Vietnamese version) 81 Appendix C 83 Questionnaire with students (English version) 83 Appendix D 84 Questionnaire with students (Vietnamese Version) 84 Appendix E 85 Interview Prompts with teachers (English version) 85 Appendix F 86 Interview Prompts with teachers (Vietnamese version) 86 Appendix G 87 Interview Protocol with students (English version)80 Appendix H 87 Interview Protocol with students (Vietnamese version) 88 vii LIST OF TABLES Table 3.1 Profile of the student participants 20 Page Table 3.2 Profile of the teacher participants 21 Table 3.3 The link between research questions and research instruments 23 Table 3.4 Description of questionnaires for teachers and students 24 Table 4.1 Relationship between teachers’ beliefs and practices: Value of written corrective feedback .33 Table 4.2 Interview results: teachers’ beliefs and practices 34 Table 4.3 Relationship between teachers’ beliefs and practices: Timing of written corrective feedback .36 Table 4.4 Relationship between teachers’ beliefs and practices: Sources of written corrective feedback 38 Table 4.5 Relationship between teachers’ beliefs and practices: Strategies of written corrective feedback 40 Table 4.6 Relationship between teachers’ beliefs and practices: Amount of written corrective feedback 43 Table 4.7 Relationship between teachers’ beliefs and practices: Focus of written corrective feedback .45 Table 4.8 Relationship between teachers’ practices and students’ preferences: Value of written corrective feedback 52 Table 4.9 Interview results: Students’ preferences 53 Table 4.10 Relationship between teachers’ practices and students’ preferences: Timing of written corrective feedback 54 Table 4.11 Relationship between teachers’ practices and students’ preferences: Sources of written corrective feedback 56 Table 4.12 Relationship between teachers’ practices and students’ preferences: Strategies of written corrective feedback 57 Table 4.13 Relationship between teachers’ practices and students’ preferences: Amount of written corrective feedback 59 Table 4.14 Relationship between teachers’ practices and students’ preferences: Focus of written corrective feedback 61 viii TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH HỘI ĐỒNG CHẤM LUẬN VĂN THẠC SĨ CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Thành phố Hồ Chí Minh, ngày 12 tháng 10 năm 2021 BIÊN BẢN HỘI ĐỒNG ĐÁNH GIÁ LUẬN VĂN THẠC SĨ CHUYÊN NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH Căn Quyết định số 1853/QĐ-ĐHM, ngày 27 tháng 09 năm 2021 Hiệu trưởng Trường Đại học Mở Thành phố Hồ Chí Minh việc thành lập Hội đồng đánh giá luận văn thạc sĩ chuyên ngành Lý luận phương pháp dạy học môn Tiếng Anh , Hội đồng tiến hành đánh giá luận văn thạc sĩ cho học viên vào sáng ngày 12 tháng 10 năm 2021 hình thức trực tuyến qua Google Meet I Học viên: HỌ TÊN LUẬN VĂN GVHD KHÓA Teachers' Beliefs, Self-reported Practices Nguyễn Thị and Students Preferences on Written PGS.TS Phạm Bảo Trình Corrective Feedback: A Study at the Asian Vũ Phi Hổ 2017 International School - Van Thanh Campus II Thành viên hội đồng chấm: thành viên - Chủ tịch Hội đồng: TS Lê Thị Thanh Thu - Phản biện 1: TS Nguyễn Thúy Nga - Phản biện 2: PGS TS Phạm Hữu Đức - Ủy viên: TS Vũ Thị Hồng Vân - Thư ký: TS Nguyễn Vũ Phương Số thành viên có mặt: 05 Số thành viên vắng mặt: Kết thúc buổi bảo vệ luận văn ngày 12/10/2021, Sau tổng kết phiếu đánh giá luận văn thạc sĩ, Hội đồng thống kết đánh giá luận văn cho học viên cụ thể sau: III Kết đánh giá luận văn: Điểm trung bình số Điểm trung bình chữ 7.0 Bảy chẵn IV Ý Kiến hội đồng: The candidate needs to read the examiners’ reports and amend it accordingly The following concerns need to be addressed: 1) The research question is not well-written and need revising (e.g., what is the relationship….; To what extent….?) Part of the first research question needs further discussion 2) Discussion should focus on formative purposes of WCF 3) The appendices need revising V Thời hạn nộp luận văn chỉnh sửa theo yêu cầu HĐ: 01 tuần kể từ ngày bảo vệ luận văn Họ Tên: Chủ tịch: Ký tên: TS Lê Thị Thanh Thu Phản biện 1: TS Nguyễn Thúy Nga Phản biện 2: PGS TS Phạm Hữu Đức Ủy viên: TS Vũ Thị Hồng Vân Thư ký: TS Nguyễn Vũ Phương *Cán kiểm tra đối chiếu phiếu điểm ký tên xác nhận: Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Bảo Trình Class: MTESOL017A Thesis Topic: Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Le Thi Thanh Thu DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The study provides insight into the teachers’ beliefs and their actual practices in the area of WCF in EFL writing classes In terms of validity, reliability and feasibility of the thesis The researcher uses the mixed-methods design, quantitative and qualitative Data are collected via questionnaires and interviews of the pre- intermediate students at the Asian International School Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths Her good command of qualitative and quantitative data analysis is appreciated 3.2 Limitations Further explanation of the constructs such as value, timing, etc to be investigated for writing corrective feedback is needed Careful proofreading is necessary to eliminate the mistakes in format, citations, and writing II THESIS REVIEWER’S QUESTIONS (optional) None III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The thesis meets the requirements for a Master thesis Ho Chi Minh City, 27/9/2021 THESIS REVIEWER Le Thi Thanh Thu Report on Master in TESOL thesis “Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus” Candidate: Nguyen Thi Bao Trinh Institution: Ho Chi Minh City Open University Examiner: Dr Nguyen Thuy Nga This thesis presented an investigation Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus and has contributed to the study of Written Corrective Feeback in writing teaching in English language teaching in Ho Chi Minh City The literature review was clear, covering the main relevant theories in the area of teaching writing with the use of written corrective feedback The candidate presented a clear account of the conceptual framework of the study, and demonstrated her abilities in reviewing and justifying the literature Relevant studies were reviewed and discussed to show the gap in the literature Chapter presented the methodological framework of the research, the rationale for the research design and a description of the methods used The study used questionnaire and interview to investigate the teachers’ beliefs and their practices in giving feedback to students and students’ preferences of written corrective feedback The construction of the research instruments was convincingly presented and discussed Chapters presented the results of the research with regards to data from questionnaire, and interview showing that teachers’ beliefs and their practices are incongruent and there was a mismatch between the teachers’ practices and their students’ preferences The discussion was clearly presented The final chapter summarised the key contributions of the research, presenting some implications and future directions for work and study in WCF in teaching writing Further comments: Research questions were written in YES/NO question form It is suggested that the author revise the research questions to make them more comprehensive The research questions were repeated several times throughout the thesis Ethical issues should be taken into considerations as the participants were only 13 or 14 years old and they needed supervision during the interview The style and layout was good In general, the candidate showed the abilities in her research field and the thesis met the required standard of a master thesis Nguyen Thuy Nga Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Bảo Trình Class: MTESOL017A Thesis Topic: Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Assoc Prof Dr Phạm Hữu Đức DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis This study fills a gap in the field of teachers’ practices of WCF in teaching writing It also identifies the factors that impacted the discrepancy between teachers’ beliefs and practices of WCF in the context of the Asian international school Moreover, the results of this study will support EFL teachers in their pedagogical choices in teaching writing; it helps to understand whether the teachers’ practices of WCF are congruent with students’ preferences to maximize the effectiveness of WCF on developing students’ writing ability In terms of validity, reliability and feasibility of the thesis The results indicate that study is feasible and reliable for collecting data on 141 grade and students and 12 English teachers However, the construct validity of the methodology was not justified since there is no evidence of students’ pieces of writing Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The thesis meets the demand of a MA TESOL thesis regarding content, organization and format The content fully describes the issues that may help teachers and students at The Asian International School from fostering the development of writing through teachers’ beliefs, self-reported practices and students’ preferences on written corrective feedback The organization and the format of the thesis meet the requirements with five chapters: (1) introduction, (2) literature review, (3) methodology, (4) results, and (5) discussion and conclusion 3.2 Limitations The theoretical background (with the references) does not properly support the study since all the previous studies are related to university populations while the study focuses of the preintermediate students The conceptual framework should be reconstructed and explained more to show the close relationship between teachers’ beliefs, self-reported practices and students’ preferences on written corrective feedback The methodology should be revised to be concise Through this part is well written, the introduction of how to assess students’ writing and the format of writing should be brought in The discussion should discuss more of how to provide feedback regarding whether it is formative or summative Moreover, the strategy of correction feedback (direct or indirect) should be clarified II THESIS REVIEWER’S QUESTIONS (optional) What student English level (e.g IELTS 4.5) does the study base on to carry out the investigation? Do you think the students at this level can give the satisfactory answers to the questions in the questionnaire? Do you have any rubrics for evaluating students’ writing since the effective WCF will lead the successful assessment for learning? III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The thesis can be presented, and after the revision, can fulfil the requirements of a M.A thesis Ho Chi Minh City, (date) 29 (month) 09 (year) 2021 THESIS REVIEWER (Signature and Full name) Assoc Prof Dr Phạm Hữu Đức Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Bảo Trình Class: MTESOL017A Thesis Topic: Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Dr Vũ Thị Hồng Vân DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis Written corrective feedback has been well researched in EFL/ESL teaching, and the study of Nguyen Thi Bao Trinh might make some positive contribution to the development of students’ writing ability; generally, to the teaching of English, and particularly to the teaching of writing in English for Vietnamese students In terms of validity, reliability and feasibility of the thesis The thesis aims to investigate the teachers’ beliefs and practices in WCF and find out if there are any incongruences between students’ preferences & teachers’ practices in WCF, and its aims were clearly stated in the thesis To answer the two research questions, mixed methods of quantitative & qualitative were used; the study was carried out with 141 students (71 students of grade and 70 students of grade 9) and 12 teachers, using questionnaires and semi-structured interviews (with 12 students and English teachers) - Research purpose, research design, participants, setting, instruments and the research procedure,… were clearly described in chapter and well-conducted by the researcher, all of which can assure reliability, validity and feasibility of the thesis However, in some parts of the thesis, the ideas are unclear because of vocabulary use or ambiguous sentences that need rewriting or modifying (for details, see highlighted comments in the thesis) The researcher should explain “Why did the researcher decide to have 141 students + 12 teachers as research participants and what were the criteria for selecting the participants? In p.28 ‘How can the researcher guarantee that the questionnaire copies were valid and acceptable? – It needs clarifying - add a sentence to make it clear Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The thesis consists of 75 pages structured in chapters, abstract, references, appendices, table of contents, list of tables & figures, all of which are appropriate for an academic work There is a number of relevant references to the study and all are consistent with APA format Literature review was relevant, rather sufficient and well-written; included influential scholars 3.2 Limitations RQs are in form of Yes/No Questions – should revise, e.g To what extent ….? In chapter 3, the analysis of teacher and student participants’ background information should be better presented in the findings Data analysis (Data analytical framework) should be organized in term of steps but not from each research question It is a very detailed description of analysis but it is repeated or overlapped as the analysis procedure of data collected from teachers and students was similar In some parts of the thesis, the ideas are unclear or ambiguous and the researcher needs to revise – rewrite and/or modify to make the ideas clearer (for details, see the highlighted text & comments in the thesis) Some question items in the questionnaires and the interviews need revising (see the highlights in the Q) Findings from the questionnaires and the interviews should be grouped and presented in term of themes in a more logical order Some question items in Appendices E/F/G need to revise (e.g., 2, 5, 6); II THESIS REVIEWER’S QUESTIONS (optional) How did you obtain students’ consent to carry out this study? Why did the researcher decide to have 141 students + 12 teachers as research participants and what were the criteria for selecting the participants? How can the researcher guarantee that the questionnaire copies were valid and acceptable? (p.28) III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) Generally, the candidate has met the requirements of an MA degree and it is recommended that thesis be passed with some revision as suggested Ho Chi Minh City, 26 September 2021 THESIS REVIEWER (Signature and Full name) VU THI HONG VAN Ho Chi Minh City Open University School of Graduate Studies Socialist Republic of Vietnam Independence - Freedom - Happiness REVIEWER’S COMMENTS ON MASTER THESIS Major: TESOL M.A Candidate: Nguyễn Thị Bảo Trình Class: MTESOL017A Thesis Topic: Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback: A Study at the Asian International School - Van Thanh Campus M.A Candidate’s supervisor: Assoc Prof Dr Phạm Vũ Phi Hổ Thesis paper’s reviewer: Nguyễn Vũ Phương, PhD DETAILS I THESIS REVIEWER’S COMMENTS: In terms of the urgency, scientific and practical contributions of the thesis The topic on “Teachers' Beliefs, Self-reported Practices and Students Preferences on Written Corrective Feedback” is an interesting one that needs to be investigated Findings for such reseach can shed lights on teachers’ relevant responses to students for enhancing student learning In terms of validity, reliability and feasibility of the thesis The thesis shows validity and reliability of data collection instruments, the research design is appropriate for the purposes of the study Strengths and limitations of thesis regarding content, organization and format 3.1 Strengths The thesis is apppriately structured with relavant information regarding content, organization and format 3.2 Limitations ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… II THESIS REVIEWER’S QUESTIONS (optional) What are the criteria used for selecting the participants? ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… III CONCLUSION (Please briefly state the completion degree of requirements of a M.A thesis, and confirm whether the thesis should be presented or not) The thesis should be presented because it meets the requirements of a M.A thesis, ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………… Ho Chi Minh City, (date) (month) (year) THESIS REVIEWER (Signature and Full name) Nguyễn Vũ Phương CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập – Tự – Hạnh phúc STT stated preferences and the teachers’ incongruences between the students’ Research Question 2: Are there any factors lead to these disparities? WCF in writing classes? If yes, which beliefs and self-reported practices of incongruences between the teachers’ Research Question 1: Are there any The research questions: Nội dung Trang 4, mục 1.4 Trang, mục Những điều cần chỉnh sửa theo góp ý Hội Đồng school-Van Thanh campus writing classes? self-reported practices of WCF in stated preferences and the teachers’ relationship between the students’ Research Question 2: What is the practices of WCF in writing classes? incongruent with self-reported extent are the teachers’ beliefs Research Question 1: To what Nội dung chỉnh sửa Trang, mục Trang 4, mục 1.4 Những điều chỉnh sửa Tên Đề Tài:Teachers’ beliefs, self-reported practices and students’ preferences on written corrective feedback: a study at the Asian international Tên Học viên: NGUYỄN THỊ BẢO TRÌNH BIÊN BẢN ĐIỀU CHỈNH THEO Ý KIẾN GÓP Ý CỦA HỘI ĐỒNG (Bảo vệ ngày12/ 10/ 2021) TRƯỜNG ĐẠI HỌC MỞ THÀNH PHỐ HỒ CHÍ MINH KHOA ĐÀO TẠO SAU ĐẠI HỌC Trang 69, mục written corrective feedback for students’ writing? Tell me the reasons errors does a writing teacher should provide written corrective feedback for students’ writing? Tell me the reasons of errors should a writing teacher provide Q6: According to your beliefs, on which types Q6: According to your beliefs, on which types of students’ writing? Tell me the reasons writing? Tell me the reasons WCF should a writing teacher provide for Q5: According to your beliefs, how much WCF should a writing teacher provide for students’ appendices E, G Question 5, Q5: According to your beliefs, how much does Trang 91, 93, The appendices 4.2.2 Trang 70, mục 4.1.2 of WCF Secondly assignments 4.1.2 Secondly classrooms Trang 53, mục Discussion should focus on formative purposes appendices E, G Trang 92, 94, 4.2.2 Trang 53, mục mục 4.1.2 (2006) 4.1.2 If yes, which factors lead to these disparities? Trang 55, 56, The factors were discussed based on Borg Trang 55, mục discussion Part of the first research question needs further writing classes? self-reported practices of WCF in Nguyễn Thị Thanh Hà Nhận xét Hội đồng PGS TS Phạm Vũ Phi Hổ Nhận xét GVHD Nguyễn Thị Bảo Trình Tên học viên ... Data were collected and analyzed through the tools of questionnaires and interviews with 12 teachers and 141 pre- intermediate students at the Asian International School The findings of this study. .. quantitative data obtained from the questionnaires as well as the qualitative data obtained from the interviews, relates them to previous studies and then covers the findings of the study Chapter... and the teacher is often the one guiding and giving feedback Therefore, there exists a question whether during the process of teaching and learning writing at the Asian International School,