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TABLE OF CONTENTS Contents Pages Sub-cover page STATEMENT OF AUTHORSHIP .i ACKNOWLEDGEMENT ii TABLE OF CONTENTS LISTS OF TABLE AND FIGURES ABSTRACT .5 CHAPTER 1- INTRODUCTION 1 Background of the study Aims of the study .9 Research questions 10 Scope of the study 10 Significance of the study 10 Outline of the study 11 CHAPTER – LITERATURE REVIEW 13 2.1 Theoretical background of motivation in L2 learning 14 2.1.1 Definition of motivation .14 2.1.2 Types of motivation 15 2.1.2.1 Instrumental motivation 15 2.1.2.2 Integrative motivation 15 2.1.2.3 Intrinsic motivation .16 2.1.2.4 Extrinsic motivation 17 2.1.2.5 Resultative motivation 17 2.1.3 Factors affecting students’ motivation in learning foreign language 17 2.1.3.1 Learners’ factors 18 2.1.3.2 Teachers’ factors 19 2.1.3.3 Learning materials 20 2.1.3.4 Learners’ success in language learning 20 2.2 Theoretical background of speaking in L2 learning .20 2.2.1 Definition of speaking and speaking skill 20 2.2.2 The roles of the teacher in different stages of teaching speaking .21 2.2.3 Factors affecting students unwilling to speak in classroom 22 2.2.4 Some conditions for effective motivation in speaking 23 2.3 Theoretical background of feedback in L2 learning 24 2.3.1 Definition of feedback 24 2.3.2 Components of feedback 25 2.3.2.1 Teacher’s correction .25 2.3.2.2 Teacher’s assessment 26 2.3.3 Purposes of feedback 28 2.3.4 The relationship between teachers’ feedback and students’ motivation .29 2.3.5 A review of Vietnamese students of English at high school level 30 CHAPTER - METHODOLOGY 33 3.1 Research approach 33 3.2 Participants .34 3 Data collection methods 35 3.3.1 Questionnaires for students 35 3.3.2 Interviews .37 3.3.3 Class observations .38 Data collection procedure .38 3.5 Data analysis .40 CHAPTER - FINDINGS AND DISCUSSIONS 41 4.1 Teachers’ most common ways of giving feedback to students in English speaking class 41 4.1.1 The frequency of students making mistake in the speaking lesson 41 4.1.2 The frequency of teacher’s correction in English speaking class as reported by students 43 4.1.3 The frequency of teacher’s assessment expressions in English speaking class as reported by students 48 4.2 Effects of teachers’ feedback on students’ motivation 51 4.2.1 Effects of teachers’ feedback on students’ desire to learn the language 52 4.2.2 Effects of teachers’ feedback on students’ motivational intensity .56 4.2.3 Students’ attitudes towards teachers’ feedback 59 4.3 Pedagogical suggestions to improve teachers’ feedback to enhance students’ motivation 62 CHAPTER – CONCLUSIONS, IMPLICATIONS, AND LIMITATIONS 70 5.1 Conclusions .70 5.2 Implications and recommendations .72 5.2.1 For English teachers 72 5.2.2 For English students 73 5.2.3 For policy makers and administrators 73 5.3 Limitations of the study 73 5.4 Suggestions for further research 74 REFERENCES APPENDICES LISTS OF TABLES AND FIGURES 1.1 Lists of tables Table 4.1: Frequency of teachers‟ correction techniques………………………… 47 Table 4.2: Frequency of teachers‟ common comments……………………………49 Table 4.3: Frequency of students‟ reasons to learn English speaking…………… 54 Table 4.4: Mean and SD of students motivation intensity…………………………56 Table 4.5: Mean and SD of students attitude…………………………………… 61 1.2 Lists of figures Figure 4.1: Percentage of students (N=101) reporting the frequency of students making mistakes in the speaking lesson………………………………………… 41 Figure 4.2: Percentage of students (N=101) reporting the frequency of teachers‟ correction in English speaking class……………………………………………….42 Figure 4.3: Percentage of students‟ perception about the importance of speaking skill……………………………………………………………………52 Figure 4.4: Percentage of students‟ reported that teachers‟ feedback encourage them to learn English speaking skill………………………………………………….…55 Figure 4.5: Percentage of students perception about the helpfulness of teachers‟ feedback……………………………………………………………… 59 Figure 4.6: Percentage of students‟ satisfaction with teachers‟ feedback…………62 Figure 4.7: Percentage of students‟ preference for teachers‟ feedback ………… 64 Figure 4.8: Percentage of students‟ preference for teachers‟ assessments ……… 65 Figure 4.9: Percentage of students‟ preference for teachers‟ correction ………… 67 ABSTRACT This research was designed to investigate the effects of teachers‟ feedback on eleventh graders‟ motivation in Dong Ha high school, Quang Tri province The research was carried out among 120 students and teachers in Dong Ha high school The data were collected by means of questionnaires, semi-structured interviews, and classroom observations To be specific, the researcher investigated firstly teachers‟ common ways of giving feedback to their students in speaking class; secondly, the effects of teachers‟ feedback on students‟ motivation to learn speaking skill in terms of three elements: attitudes toward learning speaking English, desires to learn, and motivational intensity; and lastly, students‟ preferences when receiving feedback from their teachers Based on this information, the researcher would give some suggestions for teachers‟ effective feedback in class It was firstly unveiled that teachers‟ frequency of giving correction to their students was high, and teachers combined different kinds of correction methods and assessment expressions in their feedback to their students‟ spoken performance Secondly, in terms of the effects of teachers‟ feedback on students‟ motivation, the results showed that although teachers‟ feedback assert positive effects on students‟ desire to learn spoken English, their motivational intensity is not very high, and their attitudes towards learning spoken English was not significantly affected by teachers‟ feedback either Lastly, regarding students‟ preferences when receiving feedback from their teachers, although students seemed to be satisfied with their teachers‟ feedback, they also gave some ideas to make their teachers‟ feedback work become more effective Basing on the findings, the research offers some suggestions in the hope of making contribution to the improvement of teachers‟ feedback in speaking class and help to enhance students‟ motivation CHAPTER 1- INTRODUCTION This chapter presents the background of the study, aims, research questions, scopes, significances and the outline of the study 1 Background of the study Since 1986, along with the overall economic reform known as Renovation (Doi moi) which opened the door of Vietnam to the whole world, English has gained its importance and become the main foreign language used and taught in Vietnam It was the compulsory subject for both high schools and tertiary institutions In addition, the adoption of market-oriented economy has helped to attract considerable English – speaking visitors and business people to Vietnam This social demand has helped English become the language of communication and cooperation in Vietnam When Vietnam became a member of Association of Southeast Asian Nations (ASEAN) in 1995 and the 150th member of the World Trade Organization (WTO) in 2006, the requirement for staff whose has adequate ability to communicate in English became more urging To meet this requirement of the new situation, English is taught for students not just to get good knowledge of grammar but more importantly to enable them to use it as a means to communicate in real life Many people often say, “First listening and speaking, then reading and writing” Nunan (1991) suggested that “to most people, mastering the art of speaking is the single most important aspect of learning a second or foreign language” (p.39) By speaking, students can bring their knowledge into use, get their meaning across and make themselves understood However, there was a time when speaking skill was not received proper attention from the educators in Vietnam Despite the importance of teaching speaking skill, English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues (Kayi, 2006) However, in today‟s context where speaking competence is the matter of concern of the language learners, speaking needs more than just memorization and repetition Besides understanding what the others say, students have to develop for themselves the ability to think on their feet It means that students should know how to respond to questions that they are not prepared for, how to interact in different circumstances Repetition and memorization of dialogues, on the other hand, only provide learners with fixed pieces of dialogues, give them no room for real interaction In order to meet the demand of the new period, teaching speaking should improve students‟ communicative skill so that students can express themselves and communicate successfully in specific circumstances However, teaching and learning spoken English to fulfill that goal is still a problem for both teachers and students and high school students in Quang Tri is not an exception Most of the students at Quang Tri province in general and in Dong Ha high school in particular not seem to be good at speaking although there has been a shift from the traditional teaching method of Grammar Translation to the Communicative language teaching approach The new textbooks that they are using in high school focus nearly equally on the four skills of listening, speaking, reading and writing However, in the reality of teaching and learning English, writing and reading are received more attention as they directly serve the purposes of the national exam Listening and speaking skill, hence, are not received the right attention In his thesis Mai (2007) also reflected the situation of learning English in Quang Tri province “They are passive and not familiar with even afraid of taking part in activities in classrooms, many students often feel shy and ashamed when making errors” although they have been given more chances to practice speaking English This leads to the low outcome of the majority of students in speaking class in Quang Tri high schools The reasons for students‟ low outcome in English speaking come both from the teachers and the students Although the Communicative language teaching approach is the main teaching approach employed in high schools, many teachers keep teaching students in traditional method which focuses mainly on checking the vocabulary and grammar knowledge of students as it can meet the requirement of the exams (informal conversation with English teachers before carrying out the thesis) Furthermore, the exams not direct towards speaking skill, most of teachers and students not put much effort in their teaching and learning spoken English For the students, a majority of high school students are not really motivated to learn English They study English because it is one of the compulsory subjects in the exam and they want to pass to move to further study Besides the exam, there are many other factors that are responsible for students‟ low proficiency in English One might be students‟ low motivation in learning a foreign language Mc Donough (1983, pp.142) stated that “motivation of the students is one of the most important factors influencing their success or failure in learning the language” Besides motivation, age is another factor affecting students‟ success Although there have been controversies about the role of learners‟ age in the second language learning acquisition, it is undeniable that age plays an important role Collier (1988) even expressed that successful language acquisition depends on the learners‟ age Personality could also be listed as a major factor in the acquisition of conversational skills Among these factors, motivation seems to be the most important factor and has received a lot of attention of education researchers as well as teachers According to Brown (2000, p.160) “it is easy in second language learning to claim that a learner will be successful with the proper motivation” In other words, motivation plays the role of an inner force that will help students to reach the goal in their study Students who are really motivated tend to get higher result and remain their desire to follow their long-term goals than students who are not motivated to learn For students, teachers are the ones that affect their motivation the most in the language class as they direct students in their language learning process Teachers can positively or negatively affect students‟ motivation, especially when they the feedback work Teachers‟ feedback in response to students‟ mistakes and good performance is of significant importance and is considered “an integral part of the lesson” (Nguyen et al., 2003, p.4) Fanselow (1987, pp.267) emphasized the importance of teacher feedback when writing “to teach is to provide feedback” In practice, there is also a tendency that teachers correct all of students‟ errors when they speak They could stop their students whenever there is an error and correct it right away However, as correction is a very sensitive issue, teachers have to make sure that their correction can preserve and moreover, enhance students‟ motivation Furthermore, if teacher puts more emphasis on the correction work over encouraging students, their students will pay much more attention on speaking correctly than challenging themselves with the new ways to express ideas These are reasons why I choose to carry out “An investigation into the effects of teachers‟ feedback on eleventh graders‟ motivation in learning speaking at Dong Ha High school, Quang Tri province” The study will examine students‟ motivation in speaking classes and how teachers‟ feedback can affect students‟ motivation in their speaking performance as well as give some suggestions for teachers in giving feedback in order to meet students‟ expectations and assert positive effects on students‟ motivation Aims of the study When conducting this research, the researcher‟s primary aim is to obtain a deep insight into the effects of teachers‟ feedback on eleventh graders‟ motivation in learning speaking skill at Dong Ha high school from the viewpoint of both teachers and students Some main purposes covering the study are summarized as follow: (1) To identify teachers’ common ways of giving feedback to students in English speaking class (2) To examine to what extent teacher’ feedback can affect students’ motivation in speaking class The researcher’s purpose is to investigate the effects of teachers’ feedback both in terms of correction and assessment on students’ motivational intensity, students’ desire to learn the language and students’ attitudes towards language learning Then the researcher can give some suggestions to the teachers about their students’ favourite ways of receiving feedback in the English speaking class 3) To suggest ways to teachers to improve their feedback to enhance students’ motivation in learning speaking English so that teachers can know how to apply feedback effectively in the classroom Research questions The research aims at answering the following questions: What are teachers‟ most common ways of giving feedback to students? To what extent can teachers‟ feedback affect students‟ motivation in speaking class? How would teachers‟ feedback be improved to enhance students‟ motivation? Scope of the study Motivation in second language learning achievement has been an issue receiving great attention from many educational researchers so far As opposed to the numerous studies focusing on identifying the types of motivation possessed by English learners, this research puts focus on the effects of feedback on students‟ motivation In addition, the term Motivation in this thesis is limited to the three components: students‟ desire to learn the language, students‟ motivational intensity, and students‟ attitudes towards learning a second language This research is limited to eleventh graders and teachers in Dong Ha High School Because of the limited time and scope, the study will focus on students‟ motivation and investigating teachers‟ feedback techniques in order to find out the effects of the feedback on students‟ motivation and to suggest ways for teachers to successfully apply feedback when dealing with students‟ errors in speaking lessons Significance of the study First, the study will give teachers at Dong Ha high school an insight into the motivation of eleventh graders which prove to be helpful not only in teaching speaking process but in other skills such as reading, writing and listening as well Second, the results of this study will be useful for teachers at Dong Ha high school to get related information about the effects of teachers‟ feedback on students‟ 10 feedback to show them they were wrong and they should correct their mistakes, in addition, feedback is also an encouragement for them to go on the right ways To see how teachers‟ feedback affect students‟ motivation in English speaking classes, the question “What you think about your teacher‟s feedback on your speaking?” was given with the options below for students to choose from “Teacher‟s feedback motivates me to speak in the speaking class”, “Sometimes teacher‟s feedback motivates me, sometimes it does not” and “I usually feel hurt and discouraged when receiving teacher‟s feedback” Most of the chosen students (94.6%) choose their answer from “Teachers‟ feedback motivates me to speak in the speaking class” and “Sometimes teachers‟ feedback motivates me, sometimes it does not” Only 5.9% (6 students) said that they felt hurt and discouraged when receiving teachers‟ feedback The results from students‟ interviews show students‟ positive attitude towards their teachers‟ feedback However, not all of the students of the sample population thought that their teachers‟ feedbacks motivate them to speak in the speaking class, a minority part of the students still felt hurt and discouraged because of teachers‟ feedback In the three classes that I observed on 21st, 23rd, 24th Feb, I saw that one teacher who was currently teaching in the sample class gave negative comment to their students such as “too bad”, “No, you are wrong” Although the frequency of such teachers‟ comments was not very high, it still affects their students‟ feelings Students after receiving negative expressions tend to feel shy, embarrassed in front of their classmates and did not volunteer to answer the next questions Students taking part in the fourth interview said that “My teacher‟s attitude towards mistakes is very positive, she always praises me for what I have done good, and then shows me what mistakes I have encountered So I feel that mistakes is not something very serious, the important thing is that I have tried to express my ideas, and make my classmates understood, and I not feel hurt or discouraged when my teacher gives comments” (Students interview No4, 23rd Feb) 61 To see the effects of teachers‟ feedback on students‟ attitude, the other two questions have been carried out; namely “I like English speaking lessons this year because the teacher gives more feedback” and “I feel I am making progress in speaking English this year thanks to my teacher‟s feedback” Students can choose their answer from a five -scale continuum “Strongly agree”, “Agree”, “Neutral”, “Disagree” and “Strongly disagree” The mean score of the two questions can be seen in the table below Question 14 Question 15 Mean 2.88 2.86 SD 0.74 0.85 Table 4.5: Mean score and Standard deviation of students’ attitude towards teachers’ feedback This table shows that Mean score for the two above questions range from “Agree” to “Neutral” Teachers‟ feedback did not assert serious effects on their students‟ attitude in learning speaking English, however, it did not heighten students‟ attitude, either After analyzing the effects of teachers‟ feedback on students‟ motivation in three aspects: motivational intensity, students‟ desire to learn the target language, and students‟ attitudes, some questions were then carried out to seek the improvement for teachers‟ feedback to enhance students‟ motivation 4.3 Pedagogical suggestions to improve teachers’ feedback to enhance students’ motivation Based on the information from the answers of the students for the questions in part IV of the questionnaires, and students and teachers‟ answers in the interviews, the researcher would like to give a report of their suggestions for improving the effectiveness of teachers‟ feedback on students‟ motivation in speaking lessons of 11th graders in Dong Ha High school in particular and, if possible, for all high schools in Vietnam in general 62 In order to understand whether students were satisfied with their teachers‟ feedback in the speaking class or not, the question “How you feel about your teacher‟s feedback in the speaking lesson?” was carried out Students were asked to respond to the item by ticking into the scale that best fit their opinion among the given five scale continuum of “Strongly satisfied”, “Satisfied”, “Neutral”, “Dissatisfied” and “Strongly dissatisfied” and they were also asked to specify their choice The percentage of students‟ satisfaction with their teachers‟ feedback can be seen in figure 4.6 below Figure 4.6: Percentage of students’ satisfaction with teachers’ feedback The overall mean score of students satisfaction is 2.22 (SD = 0.85) showing a high satisfaction of the students with their teachers‟ feedback in the speaking lessons 17 out of 101 students of the sample population, equal to 16.8% choose the scale of “Strongly satisfied” for their answer The percentage of students who choose the scale of “Satisfied” for the feedback of their teachers is 47.5% (48 students) The number shows that more than half of the students in the speaking lessons were satisfied with their teacher feedback to some extent 32.7% of the sample students (33 students) chose the scale of “Neutral”, they were neither satisfied nor 63 dissatisfied with their teacher feedback Only a small number of the students (3%) gave the answer that they were dissatisfied with their teachers‟ feedback in the English speaking class and no students said that they were strongly dissatisfied with their teachers‟ feedback The descriptive statistic results of the students‟ satisfaction with their teachers‟ feedback in class shows a high satisfaction of students In the spare space below the options for students to choose, some students wrote down their justification for their choices Some justifications can be listed as (1) “My teachers always showed a tolerant attitude towards our mistakes”, (2) “My teacher hardly criticized us for the mistakes that we made” or (3) “The Teachers give encouragement for students so that we can correct our mistakes” Thanks to their teachers‟ feedback, students could have the chance to apply knowledge that they have learnt confidently In giving comments, teachers also concentrated on encouraging their students to feel confident while presenting their speaking task and willing to accept their mistakes To get more insight into students‟ preference to teachers‟ feedback in the English speaking lesson, question number “How you like your teacher‟s feedback to be” with four choices (1) Feedback should be detailed, (2) Feedback should contain some kind of praise, (3) Feedback should be clear and specific, (4) feedback should have clear explanation was asked In addition, students can add other ideas and the researcher also asked them to specify their choice The descriptive results from students‟ answers in the questionnaire showed that 22.8 % (23 students) choose more than just one option for their answer Among the 78.2% students who only choose one option for their answer, 47.5% (48 students) want their teachers‟ feedback with clear explanations They said that if they received feedback without any specific information about what they have done wrong, they probably made the same mistake again (Students interview No 8, 26th Feb) Furthermore, some students said that they were not good at English subject, so they need the teacher‟s clear explanation to understand why they made that mistake (Students interview No2 23rd Feb, No7 26th Feb) An equal percentage of the students want their 64 teacher‟s feedback to “contain some kind of praise” or “feedback should be clear and specific” or “feedback should be detailed” (10.9%, 9.9% and 8.9 % respectively) Most of students explained that they prefer their teacher to explain to them why they make that mistake Because sometimes, due to the effect of the mother tongue on the acquisition of the second language, students think that what they said was right However, what the native language users say is different So teachers should give them clear explanations so that they can learn Although students of eleventh graders are quite grown up (the average age of eleventh graders in Dong Ha high school is 17), they still need teachers‟ praise to encourage them For all their effort in learning the second language, positive comments from teachers will be an important factor to help them try their best to learn Figure 4.7: Percentage of students’ preference for teachers’ feedback feedbacke??WHATWHfeedback To get more specific answer from students about teachers‟ feedback, the researcher then divided feedback into correction and assessment again In terms of students preference to teachers‟ assessment, the question “Which types of teacher comments 65 you prefer?” was given Students were asked to choose their answers from “(1) General comments”, “(2) Detailed and specific comments”, (3) “Positive comments” and (4)“Negative comments” and the researcher left room for students to add their own ideas and give brief explanations for their choice Most of the sample students (63.4%) wanted their teachers‟ comments to be detailed and specific Justifying for their choice in the space below the question, students said that if their teachers‟ comments were too general, students did not know specifically what they have done well or what they need to improve So most of them like their teachers‟ feedback to be detailed and specific, so students can realize their strong and weak points and they could improve their weakness It is understandable when 12 students prefer their teacher to give them positive comments while only student preferred negative comments Students in the interviews on 26th Feb said that they feel much confident when receiving positive comments which show them that their teacher really appreciated their effort in learning speaking English Figure 4.8: Percentage of students’ preference for teachers’ assessments 66 In terms of teachers‟ correction, the researcher asked students to choose what teachers‟ feedback they wanted from (1)“Correct all the mistakes”, (2)“Correct some important mistakes”, (3)“Correct nothing at all”, and students were also asked to specify their choice None of the students want their teachers to correct nothing at all 100% of the students want their teacher to give them some kind of correction Most of them 67% want their teachers to correct all of the students‟ mistakes, only 32.7% students want their teachers to correct important mistakes In the students‟ interviews No4, 23rd Feb, when being asked “Why you want your teacher to correct only important mistakes, not all of the mistakes that you encounter?”, students said that although they wanted their teachers to correct all of their mistakes, they know that their teachers did not have enough time to correct all of the mistakes of the students The number of the students in each class in Dong Ha high school is too large for a language class Within 45 minutes of a language lesson, not all of the students have the chance to speak in front of their class If the teacher focuses too much on the correction work, correct all of the mistakes that their students encounter, it takes time and students will not have time for their speaking task Furthermore, some mistakes of the students were just the result of the slip of tongue, and they could correct their mistakes on their own (Student interview No4, 23rd Feb) 67 Figure 4.9: Percentage of students’ preference for teachers’ correction Chapter summary By presenting and discussing the data analysis, this chapter has given the answers to the three research questions set-forth in chapter The results shows that teachers in Dong Ha high school, Quang Tri province often gave feedback to their students during the speaking lesson, both in the form of correction and assessment Also teachers‟ feedback has certain effects on students‟ desire and attitudes towards learning spoken English In terms of students‟ desire to learn speaking English, the research showed that students at Dong Ha high school have a wide variety of desire to learn and their teachers‟ feedback have positive effects on their desire Teachers‟ feedback have encouraged them to learn speaking English In terms of attitude, the result is not that positive Teachers‟ feedback did not heighten students‟ attitude although it did not assert serious effects The study also gave some suggestion for improving teachers‟ feedback based on the collected information about students‟ preference for being corrected and commented 68 Overall, students showed high satisfaction to their teachers‟ feedback; however, they gave some ideas for more effective feedback; for example, teachers should deliver feedback with clear explanations, or teachers should correct only important mistakes and try to give students detailed and specific comments The next chapter will present implications, suggestions and conclusions of the research 69 CHAPTER – CONCLUSIONS, IMPLICATIONS, AND LIMITATIONS This chapter draws the conclusions from the study findings and suggests the appropriate methods to the specific ongoing teaching and learning situation at eleventh grade at Dong Ha high school, Quang Tri province Finally, the researcher will list some limitations of the study where feasible suggestions for further studies are presented 5.1 Conclusions The study investigates the effects of teachers‟ feedback on eleventh graders‟ motivation to learn English speaking skill at Dong Ha high school, Quang Tri province The methods employed in this study were both qualitative and quantitative method; however, the latter was the main method The quantitative method involves the implementation of the students‟ questionnaires while the qualitative method is based on the conduct of the teachers‟ and students‟ interviews and class observations Thanks to the use of the research methods, the researcher can gain an insight into firstly, teachers‟ common ways of giving feedback to their students in English speaking class Secondly, the effects of teachers‟ feedback on students‟ motivation including: students‟ desire to learn the language, students‟ motivational intensity, and students‟ attitudes towards learning the language Thirdly, the researcher investigated students‟ preferences when receiving feedback from their teachers In terms of teachers‟ common ways of giving feedback to their students in English speaking class, the results from students‟ questionnaire showed that teachers‟ frequency of giving correction to their students was high Among the correction methods, the most frequent ones were “Indicating something wrong and eliciting a correct model from the student who makes the mistakes” (2.7% students), “Saying what is wrong and providing a correct model” (20.8%), “Providing an explanation or eliciting from the student an explanation of why the mistake is made and how to avoid it” (16.8%) respectively About teachers‟ common assessment expressions, 70 the most frequent expressions were “Try again” (51.5%), “Good” (12.9%), “That is correct” (9.9%), “That is better” (7.9%) In sum, it can be concluded that teachers in Dong Ha high school combined both correction and assessment in their feedback to their students‟ spoken performance Besides using different correction techniques, teachers also gave comments on the content of the students‟ speaking tasks to encourage their creation and activeness in applying their learned knowledge in their speaking performance The main concentration of the researcher while carrying out this research is investigating the effects of teachers‟ feedback on students‟ motivation The effects were analyzed in three aspects: students‟ desire to learn the language, motivational intensity and students‟ attitudes towards learning spoken English First is students‟ desire to learn spoken English which varies greatly However, the majority of students asserted that their teachers‟ feedback had positive effects on their desire to learn Secondly, about students‟ motivational intensity, the research findings show that students‟ motivational intensity, especially students‟ effort to learn seem not to be high Besides other reasons, teachers‟ negative feedback on students‟ spoken performance can be partly blamed for the low motivational intensity Lastly is the students‟ attitudes towards teachers‟ feedback Approximately 80% of the students said their teachers‟ feedback is helpful for them; however, they not seem to agree that their teachers‟ feedback makes them like or make progress in their speaking class In short, teachers‟ feedback did not assert serious effects on their students‟ attitude in learning speaking English, nor did it heighten students‟ attitude either Data from the research on the effects of teachers‟ feedback on eleventh graders‟ motivation also reveal that although teachers‟ feedback assert positive effects on students‟ desire to learn spoken English, their motivational intensity is not very high, and their attitudes towards learning spoken English was not significantly affected by teachers‟ feedback either The research findings suggest that there exist effects of teachers‟ feedback on students‟ motivation to learn spoken English 71 And in terms of students‟ preferences when receiving feedback from their teachers, the researcher designed some questions to investigate which kind of correction and assessment students preferred The results in the findings part show that students wanted their teachers‟ feedback with clear explanation so that they can understand why they made that kind of mistakes and remember them longer To be specific, students wanted their teachers‟ comments to be detailed and specific; a smaller number wanted their teachers‟ comments to be positive, which have more encouragement effects on the students‟ emotion About teachers‟ correction, most of the students‟ answers were that they wanted their teachers to correct all of their mistakes; however, a large number of the students wanted their teachers to correct only important mistakes to save their time Although students seemed to be satisfied with their teachers‟ feedback, they also gave some ideas to make their teachers‟ feedback work become more effective 5.2 Implications and recommendations From the findings and discussions, some implications and recommendations are made for the teachers, the students and education administrators 5.2.1 For English teachers The findings of the study suggests that teachers‟ feedback to some extent leave some effects on students‟ desire to learn a language, students‟ motivational intensity and students‟ attitudes towards learning spoken English, as a result, teachers should take the effects of their feedback into consideration so that they can make some positive changes in the way they deliver their feedback so as to preserve students‟ motivation in learning speaking English As for teachers in Dong Ha high school in particular, the findings from this research might be of substantial help in giving them further understanding about students‟ preferences of their teachers‟ feedback This might be useful for teachers in adjusting some points in their feedback work That will, undoubtedly, improve the efficiency of teachers‟ feedback in English speaking class and the quality of teaching and learning speaking skill in Dong Ha high school accordingly 72 5.2.2 For English students Through understanding feedback and the effects of teachers‟ feedback on students‟ motivation, high school students in general and eleventh graders at Dong Ha high school in particular can have a proper perception towards their teacher feedback They can know how to adapt to their teacher feedback, minimize the negative effects of their teachers‟ feedback on their motivation to learn 5.2.3 For policy makers and administrators The study findings showed that ineffectiveness of teachers‟ feedback were to some extent related to the class size and time for giving feedback in English speaking class The large number of students in language class has certain effects both on the time and the way teachers delivered feedback in classes With the current class size of 40-45 students, teachers‟ feedback cannot be specific and detailed as students wish to receive from their teachers If possible, it is better that the number of students in each class should be reduced to around 20-25 students This number will ease the feedback load that teachers have to deal with in each speaking class, then teachers‟ feedback can be more detailed and specific to each student Furthermore, teacher feedback then can cover all the positives and negatives in each performance In addition, although speaking skill is one of the four skills that students have to learn in class, it is not tested in the important exams such as high school graduation exam or the entrance exam to the universities; hence, students‟ motivation to learn speaking English is not very high Students who are fully aware of the importance of speaking skill for their future jobs are the ones highly motivated to learn It is highly recommended that speaking skill be included in the exams both at school and national levels to foster students‟ motivation to learn spoken English 5.3 Limitations of the study Despite the researcher‟ effort in conducting this study, limitations are unavoidable Regarding time, the study was carried out in a considerately short duration If more time could be allocated, some issues related to the effects of teacher feedback on 73 students‟ motivation could have been investigated more profoundly and more carefully Such as in terms of students‟ attitudes, the researcher can investigate to which kind of teachers‟ feedback students felt hurt and discourage by observing their behavior in their speaking class Secondly, in this study, the researcher could only carry out the investigation on a small number of students and teachers with the same level of English proficiency and almost the same age The study could be carried out with more students‟ and teachers‟ participation to ensure the validity of the research and the generalization of the results However, the students‟ questionnaires and students‟ and teachers‟ interviews were all conducted carefully; hence, the validity of the research can be guaranteed Although there are still limitations when this research was carried out, the researcher have tried her best to minimize the shortcomings The study then has given an insight into the effects of teachers‟ feedback on students‟ motivation, which is important for teachers in improving their feedback work in the speaking class 5.4 Suggestions for further research After conducting this study, the researcher would like to give some suggestions which may be useful for further research Since teacher feedback is important in language speaking class, and has affected students‟ motivation, different ways of tackling this issue can be done by adjusting the scope of the study In terms of content, correction and assessment can be investigated separately for deeper understanding Moreover, an action research may be carried out to measure students‟ changes when receiving feedback of their teachers In addition, the participants in this research may be changed to different levels such as elementary, secondary, or university students or a larger group of students may be involved 74 Chapter conclusion In spite of the limitations and difficulties, the researcher can draw the remarkable findings to all the three research questions The study reveals teachers‟ common ways of giving feedback in their speaking class More importantly, the researcher could point out that teacher‟ feedback have certain effects on eleventh graders‟ motivation to learn English speaking skill The research also addresses students‟ specific preferences when receiving feedback from their teachers Through the findings, the researcher makes some implications and suggestions to English teachers, students, and administrators at Dong Ha high school so that students‟ learning outcomes and motivation can be enhanced through means of teachers‟ feedback Through the findings of this research, the researcher also makes some suggestions for further studies to be carried out in the future 75