Luận văn thạc sĩ effects of teachers feedback on freshmens motivation in speaking lessons a survey research at hanoi university of business and technology

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  TRƯƠNG THỊ HƯƠNG EFFECTS OF TEACHER'S FEEDBACK ON FRESHMEN'S MOTIVATION IN SPEAKING LESSONS: A SURVEY RESEARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Ảnh hưởng từ phản hồi giáo viên tới động lực học tập sinh viên năm thứ học nói: Một nghiên cứu tìm hiểu Trường Đại học Kinh Doanh Công Nghệ Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Hanoi, 2011 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  TRƯƠNG THỊ HƯƠNG EFFECTS OF TEACHER'S FEEDBACK ON FRESHMEN'S MOTIVATION IN SPEAKING LESSONS: A SURVEY RESEARCH AT HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY (Ảnh hưởng từ phản hồi giáo viên tới động lực học tập sinh viên năm thứ học nói: Một nghiên cứu tìm hiểu Trường Đại học Kinh Doanh Công Nghệ Hà Nội) M.A MINOR THESIS Field : English Teaching Methodology Code : 60 14 10 Supervisor : Phan Thị Vân Quyên, M.A Hanoi, 2011 z iii ABSTRACT Motivation in learning English of the freshmen in Faculty of Accountancy at Hanoi University of Business and Technology was investigated with two main aspects: (a) types of motivation in terms of intrinsic and extrinsic orientation, and (b) effects of the teacher's feedbacks namely corrective feedback, evaluative feedback and strategic feedback on the freshmen's motivation in speaking lessons On the base of the findings, some strategies to increase the motivation in learning English of first-year students in Faculty of Accountancy were suggested Using the survey questionnaires from 286 students and semi-structured interviews with 20 students who are studying the first year in Faculty of Accountancy, HUBT, the findings indicated that among those students extrinsic motivation was far more important than intrinsic motivation, of which studying English to get a good future job was the most important motivating factor The findings also revealed among three kinds of feedback in the study, corrective one was used with the highest level of frequency and was considered the most effective ways to motivate freshmen at Faculty of Accountancy because they wanted to master their English proficiency for their future purpose especially their career future The teacher used the evaluative feedback very frequently; whereas, the freshmen at did not think that it was useful The reason is that when evaluating, their teacher normally criticized their mistakes, which made them lose face, feel discouraged, feel ashamed, or even did want to speak any more In respect of strategic feedback, the teacher exploited it with a low frequency; however, according to students, they claimed that it was effective way to motivate their speaking because this kind of feedback could encourage their selfstudy with the teacher's advice and suggestion z iv Table of contents Declaration……………………………………………………………………………… i Acknowledgement……………………………………………………………………… ii Abstract………………………………………………………………………………….iii Table of content………………………………………………………………………….iv List of abbreviation terms……………………………………………………………… vi List of tables ………… ………………………………………………………………\.vii PART A: INTRODUCTION 1 Rationale Aims of study Research question Scope of the study Method of the study Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1Speaking skill 1.1.1 Definition of speaking skill 1.1.2 Elements of speaking skill 1.1.3 Students' difficulties in English speaking lessons 1.2 Motivation 1.2.1 Definition of motivation 1.2.2 Kinds of motivation in the second language classroom 1.3 Feedback 1.3.1 Definition of feedback 1.3.2 Types of the teacher's feedback in speaking lessons 1.3.3 Effects of the teacher's feedback on students' motivation in speaking lessons 11 CHAPTER 2: METHODOLOGY 13 2.1 Context of the study 13 2.2 Subjects 15 2.3 Data collection instruments 15 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 v 2.4 Data collection procedure 17 2.5 Data analysis 17 CHAPTER 3: FINDINGS AND DISCUSSIONS 21 3.1 Findings 18 3.1.1 Freshmen's motivation in learning English 18 3.1.1.1 Extrinsic motivation 19 3.1.1.2 Intrinsic motivation 21 3.1.2 Types of teacher's feedback and its effectiveness in speaking lessons 22 3.1.2.1 Use of teacher's feedback in speaking lessons 23 3.1.2.2 Effectiveness of teacher's feedback in speaking lessons 26 3.1.3 Freshmen's reaction to teacher's feedback in their speaking lessons 27 3.2 Discussions 30 3.2.1 Freshmen's motivations in learning English 30 3.2.2 Teacher's feedback and its effectiveness on freshmen's motivation in speaking lessons 31 PART C: CONCLUSION 35 Summary of the findings and discussion 35 Recommendations 35 Limitations 37 Future Direction 38 REFERENCES…………………… ………………………………………………… 39 Appendix 1: Questionnaire (in English)……………………………………………… I Appendix 2: Schmidt et al (1996) questionnaire IV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vi LIST OF ABBREVIATION TERMS HUBT Hanoi University of Business and Technology SD Strongly Disagree D Disagree U Undecided A Agree SA Strongly Agree 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 vii LIST OF TABLES Table 1: The structure of the students' questionnaire………………………………………… 16 Table 2: Freshmen's motivation in learning English………………………………………… 18 Table 3: Kinds of teacher's feedback in speaking lessons………………… ……………… 22 Table 4: Use of teacher's feedback in speaking lessons……………… …………………… 23 Table 5: Effectiveness of teacher's feedback in speaking lessons 25 Table 6: Freshmen's reaction to teacher's feedback in speaking lessons….………………… 28 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART A: INTRODUCTION Rationale Speaking is "the most important aspect of learning a second language" (Nunan, 1989) It plays a vital role because it is the first step to identify who know or does not know a language Pattison (1992) confirms that when people speak of knowing or learning a language, they actually mean that they are able to speak the language It is clear that by mastering the speaking skills, people can carry out the conversation with other people, give the ideas and exchange the information Recognizing its importance, Vietnamese learners try their utmost to master speaking skills with the hope to improve their language competence However, not all students have succeeded in it Many fail because learning a language is considered a complex process, which is often affected by many factors such as attitude, age, intelligence, learning environment, etc Among them, motivation is believed to have great impact on success or failure of a language learner As a result, motivation has become a key issue in language learning in general and in speaking in particular and has become the subject of many studies for a long time As the matter of facts, students' motivation in speaking -one of the vital aspects of leaning a foreign language- has been the biggest challenge for Vietnamese students A large number of students after a long time learning speaking English have not been able to speak it skillfully Many researches have been carried out in attempt to find out the reasons, the techniques to enhance students' motivation as well as factors affecting it in speaking class Among many studies, the researcher realizes that although teachers now no longer play a dominant role in class, their guidance, and supports have always been of beneficial help to students Especially teachers' feedback provision in response to students' performance is significantly important Considered "an integral part of the lesson" (Nguyen et al., 2003), the teacher's feedback is always in need or according to Fanselow (1987) "to teach is to give feedback" In the current context of teaching and learning English, the teacher's feedback is really necessary, which helps students find the right ways to improve their language competence At HuBT, English is taught as a compulsory subject for all students of all faculties For freshmen who have not been familiar with the ways of studying at university, attending two or three English classes a week make many students regard English as a burden Even 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 though they realize that English, especially the speaking skill, is very important and necessary now and in the future, most of them are afraid of speaking or have no habits of speaking in the class Hence, all the teachers of English are master at finding speaking activities with an attempt to motivate students in speaking but few have exploited the importance of their feedback to encourage students more involved in speaking English at least in class The teachers who have tried smoother ways to give the feedback claimed that these students seem to be more active when receiving the teacher's comments Recently in Vietnam although teacher's feedback has been the subject of many studies, most of them have tackled about the matter of feedback in writing lessons Studies on feedback in speaking lessons are quite small in number At the Department of EnglishHanoi University of Business and Technology, there have been no attempts in investigating this issue Therefore, it is greatly important to research the matter intensively in the context of teaching and learning speaking skill at this university The reasons above have urged the writer herself, who is the teacher of English at Department of English at HuBT, to explore this matter in an effort to find out how the teacher's feedback affects the freshmen's motivation and how the teacher should comment on their speaking to encourage them to speak English Hopefully, the researcher would make contribution to complete the insightful understanding about teacher's feedback, enhancing teaching and learning English, which can lay a foundation for subsequent research Aims of study The study is to investigate the influence of the teacher's feedback on Freshmen's motivation in speaking lessons Research question In order to achieve above-mentioned aim, the following research question is raised in the study: - What are the freshmen's motivations in learning English? - What types of teacher's feedback are currently used in speaking lessons? - How does the teacher's feedback affect the freshmen's motivation in speaking lessons? 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Scope of the study Feedback and motivation are such broad topics that cannot be wholly discussed within the framework of this paper Thus, this minor thesis attempts to investigate one specific and commonly practiced aspect: the effects of teacher's feedback on students' motivation in speaking lessons The subjects of the study include 286 freshmen at Department of Accountancy at HuBT who are not English major but are learning speaking skills adopting the Communicative language teaching approach Therefore, it cannot be said that the results of this study are general to all Vietnamese non-English majors Method of the study This study employs a both quantitative and qualitative research methods in order to get a more detailed and comprehensive picture about what is investigated A survey questionnaire done on 286 freshmen in the Faculty of Accountancy to collect their opinions on the feedback they received, how types of teacher feedback effect their motivation in speaking, and to gather their recommendations for improving teacher feedback to help them perform successfully An interview conducted with the participation of 20 freshmen selected from survey population to explore further issues being investigated Design of the study This study is composed of three following parts: Part A: Introduction presents the background, aims, research questions, the significance, the scope, and the design of the study Part B: Development is organized around three chapters as follows Chapter 1- Literature review, conceptualizes the framework of the study through the discussion of issues and ideas on theories of motivation, types of motivation and feedback Chapter - Methodology, presents the context, the methodology used in this study including the subject, the data collection instruments, data collection procedure, and data analysis Chapter – Findings and Discussions consists of a comprehensive analysis of the data and a discussion on the findings of this study Part C: Conclusion, offers a summary of the findings, recommendations, limitations, and future directions for further study 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 30 "I hate the way my teacher criticizes my speaking, which makes me discouraged and felt ashamed with my classmates I wonder if she could find another smoother way to comment on my performance." (S16) “I think teacher plays a very important role in motivating students If they are enthusiastic, and good at teaching, they can attract students to learn Unfortunately, some of teachers seem to be unfriendly My teacher just sat at one place and spoke She usually criticizes me and gives me low mark without realizing my effort to learn Sometimes I think that maybe she doesn’t like me so she gives me low marks I feel disappointed and not want to speak any more ” (S15) 27.2% of participants mentioned their encouragement when receiving their teacher's evaluation S13 and S 17 shared as follows: "I'm a shy girl Thus, I feel more confident and most motivated when I get praises for my speaking from my teacher." (S13) "Receiving praises from the teacher means I'm good at speaking I'll try my best to speak to receive good feedback from my teacher."(S17) In conclusion, generally the teacher's feedback positively affects students' motivation during the speaking lessons Specifically, 68.1 % of correspondents felt encouraged to receive their teacher's suggestions, followed by 51.4 % agreed to be happy with their teacher's correction, whereas only 27.2% felt eager to get their teacher's evaluation 3.2 Discussions 3.2.1 Students’ motivations in learning English As mentioned earlier in the Introduction, the first aim of this study is to explore the motivation in learning English of freshmen in Faculty of Accountancy The findings of the questionnaire and the interview have shown that students in Faculty of Accountancy have a higher degree of extrinsic motivation than intrinsic one In respect of extrinsic motivation, the results as shown in previous section indicate that having a good job in the future, realizing the important role of English for Vietnamese, passing the examination as well as considering English as a compulsory subject are the main reasons that urge the freshmen at faculty of Accountancy to learn English As displayed in the table 2, 100% of respondents were interested in studying English because they realized that English was crucial factor to get a good job in the future 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 31 Furthermore, the importance of English in global cooperation in economy leaded many freshmen in Faculty of Accountancy to learn English As summarized in the table 2, 84.3% of participants thought that English is an international language that is very necessary for the development of Vietnam, especially in economic sector As a result, they agreed that everyone in Vietnam should know English not only to contribute to the development of the country but also to link them with people all over the world 72.7% of freshmen considered English as a compulsory subject and 69.2 % of them thought that learning English was to pass the exam This result was confirmative by the interviews with 20 students Some shared that it was obliged to learn English that made them more responsible for their study, and gradually they thought it was beneficial to learn English For them learning English to pass examination at HUBT is not only the primary aim but also the determinative purpose for their future fife They said that it would be easier for their future if they had a good degree at university Although the results of this study indicate that first-year students in Faculty of Accountancy are extrinsically motivated, the respondents of this study also show a considerable amount of intrinsic orientation As seen in Table 2, nearly 45.3% of participants of this study seem to possess intrinsic motivation in learning English 79.4% of respondents stated that they liked learning English because they knew that English was very important for them A half of respondents agreed that they liked learning English because they found English an interesting language Thus, it is unsurprising to find that 44.8% of respondents claimed to take English classes even if it were not compulsory at HUBT because they understood the important role of English as well as they were interested in learning English itself It is also worth noticing that although the respondents in this study appeared to have rather strong intrinsic motivation, 39.2% of them were reluctant to use English outside classrooms The results of the interviews reveal that it is student‟s incompetence and weakness in addition to their rare practice of English as well as their lack of self-confidence that made them afraid of using English outside classrooms when they had chances They were usually afraid of making mistakes when communicating with foreigners 3.2.2 Teacher's feedback and its effectiveness on freshmen's motivation in speaking lessons 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 32 The results of the questionnaire and the interview reveal that the teacher's feedback does affect the freshmen's motivation at Faculty of accountancy in speaking lessons The findings of this study indicate that the teacher's corrective feedback has the greatest effect on students' motivation in speaking lessons, followed by the strategic feedback as well as the evaluative one This part of discussion section will firstly be about the corrective feedback since they are the most frequent and the most effective, then the strategic feedback, and finally evaluative feedback Most frequency Most effective Corrective feedback Corrective feedback Evaluative feedback Strategic feedback Strategic feedback Evaluative feedback Least frequency Least effective 3.2.2.1 Corrective feedback The results of this study indicate that the teacher's corrective feedback is used with a very high frequency and has a great effectiveness as well as influence on the freshmen's motivation in speaking lessons The results show that most students most of freshmen (61.8%) agreed that their teacher usually or always corrected their mistakes in the speaking lessons This seems to align with the results found about the effectiveness of this kind of feedback Specifically, 71.6% of respondents thought that the teacher's correction was effective and very effective because many of them (51.4%) shared that this kind of feedback had positive effects on their motivation in speaking This seems to be a new finding of this study as up to now there have been very few studies stating that students have positive attitudes towards the teacher's correction However, it seems to be reasonable for the freshmen at Faculty of Accountancy at HUBT Most of interviewees shared that they didn't study English much at high school Now, at HUBT, they felt challenging with it and they wanted to be proficient 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 33 in English because of their own purposes As a result, the teacher's correction was very effective which helped them approach the right knowledge rapidly However, how to correct the mistakes is also a problem that needs to discuss An interesting finding from this study is that there is a gap between the frequency of teacher's using directly corrective feedback and its effects on students' motivation 78.7% of participants claimed that their teacher frequently directly corrected their mistakes, whereas only 40.2% of them agreed that it was effective Many freshmen interviewed shared that they were old enough to selfstudy and they felt passive and discouraged if their teacher directly corrected everything for them They encouraged and were eager to study if their teacher helped them find the mistakes and directed them to read books or materials to self-correct 3.2.2.2 Strategic feedback It is quite surprising to find out that for the first-year students in Faculty of Accountancy, the teacher's strategic feedback is an important factor urging them to study speaking English effectively Only 24.6% of total students in the survey shared the view that their teacher usually and always used this kind of feedback Whereas, 61% of them agreed that it was effective when their teacher exploited this one in the speaking These two findings seem to conflict with each other; however, the interviews with students have shown that they are very reasonable Many of them (on average over 60%) claimed that guiding students specifically and giving them advice in particular situations was a very useful way to motivate them in speaking English because they had chances to discover interesting knowledge by themselves However, it needs a lot of time and demands the teacher's enthusiasm A fact is that very few teachers of English at this university can that because they have to cover many classes a week; as a result, to save time and energy, these teachers occasionally skip this kind of feedback 3.2.2.2 Evaluative feedback The findings of this study also indicate that the teachers of English at HUBT usually and always evaluated their speaking performance according to opinion of 55.2% of freshmen at Faculty of Accountancy However, 46.5% of respondents agreed that it was effective for them to learn speaking English because they felt encouraged to receive this kind of feedback (27.2%) Marking is one of the good ways to evaluate students' ability It is worth noticing that 70.9% of total participants agreed that their teacher usually or always gave comments to 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 34 justify the grade that she/she gave to their speaking Thus, only 25.5% considered this kind of feedback as an effective to encourage them to speak English They shared that when getting this kind of evaluation, they regarded their teacher as lacking of responsibility in teaching Since teachers play a crucial role in teaching and learning process, their behaviors have great influence on students‟ motivation According to Dornyei (2001), almost everything a teacher does in the classroom has a motivational influence on students, which makes teacher behavior a powerful „motivational tool‟ In this study, the respondents of the questionnaire and the interview complained that their interest in learning English has been decreased as they were insulted by teachers To be more detailed, 63% of respondents said that their teacher usually and always criticized them about their mistakes, which is an ineffective way of teaching students to speak English with the agreement of 74.5% of freshmen at Faculty of Accountancy As a result, 72.8% of participants had negative attitudes towards this kind of the teacher's feedback As revealed in the interview, students were annoyed and dissatisfied with the way that their teachers gave comments about their activities as well as the way the teachers addressed their mistakes They stated that they felt very anxious when they had to some activities individually since they were afraid of being criticized and embarrassed if they made mistakes “I felt very embarrassed when my teacher criticized me in front of my classmates for committing mistakes I know that I am not good at English, but my teacher should not like that That frightens me and makes me discouraged in English class” (S1) In summary, this chapter has presented the findings of the study; furthermore, types of students‟ motivation, and students‟ perception of the teacher's feedback have been discussed in details 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 35 PART C: CONCLUSION Summary of the findings and discussion The findings and the discussion of this study will be summarized as follows The freshmen in Faculty of Accountancy were more extrinsically motivated than intrinsically motivated to learn English Therefore, the major reason why most of these students learned English was to get a good job in the future The awareness of the role of English in Vietnam‟s society and the compulsory English subject at university were also main motives urging the students to learn Furthermore, a necessity for achievement in examinations was claimed as a major reason The findings of this study also showed that although those students possessed extrinsic motivation, they still wanted to study English even when it was not required, and they usually wanted to study English more This study also indicates that because of high extrinsic motivation in learning speaking, the freshmen at Faculty of Accountancy had positive attitudes toward three kinds of feedback namely corrective feedback, strategic feedback and evaluative feedback in their speaking lessons Among these kinds of feedback, corrective one was used with a very high level of frequency and was considered the most effective ways to motivate freshmen at Faculty of Accountancy because they wanted to master their English proficiency for their future purpose especially their career future In term of strategic feedback, the teacher exploited it with a low frequency; however, according to students, they claimed that it was effective way to motivate their speaking because this kind of feedback could encourage their self-study with the teacher's advice and suggestion About the evaluative feedback, the teacher used it very frequently; whereas, the freshmen at Faculty of Accountancy did not think that it was useful The reason is that when evaluating, their teacher normally criticized their mistakes which made them lose face, feel discouraged, feel ashamed, or even did want to speak any more Recommendations As indicated in the findings of the study, freshmen in Faculty of Accountancy at HUBT possess strong extrinsic motivation in learning English, and study English for various practical goals Hence, teachers should enhance the students‟ extrinsic motivation by focusing on practical skills such as how to communicate in particular situation As all students study English to get a food job in the future, it will be better to train practical 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 36 working situations such as how to negotiate in a meeting, how to write a report on an investment plan, or how to communicate on phone On the other hand, students‟ intrinsic motivation should also be paid more attention As many students like exciting activities during English lessons, teachers should focus on diversifying their activities in class so that students can get involved in lesson more Besides activities to motivate freshmen's speaking above, the teacher of English should pay attention to use feedback to encourage them The teacher should balance in using these kinds of feedback during the speaking lessons Depending on the students' abilities and wishes, the teacher should choose a suitable kind of feedback which not only satisfies them but also motivates them to speak English As revealed in this study, most of the freshmen considered the teacher's correction during the speaking lessons very important However, the teacher should not correct every students' mistakes because it is very easy to make them bored and discouraged The best way is that to help them identify their own mistakes then direct them to correct themselves In addition, the teacher should pay attention not to interrupt students for the correction that make them feel under pressure As the result from this study indicated, the teachers were mostly negative in their commentary while the first-year students at Faculty of Accountancy did expect some encouraging remarks from them This situation leads to a very important suggestion that the teacher should pay attention to both strengths and weaknesses of the students' speaking The comments of the former nature will greatly motivate them to revise while those of the later will constructively show them where they have gone wrong and what action they should take in order to improve their performance The finding of this study also shows that the freshmen at Faculty of Accountancy were interested in self-studying As a result, the teacher should focus their feedback on giving them advice and strategies to approach the problem quickly It is the good way to make students feel self-confident because they can conquer the knowledge and feel encouraged to discover the new knowledge Generally, with any kinds of feedback, the teacher should pay attention to the following advice of Beebe and Beebe (2003): 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37 Be descriptive: describe what you observed the speaker doing rather than passing judgment E.g.: Say "I did not hear a concluding statement." rather than "That was a stupid way to end your presentation." Be specific: Give the speaker enough information so that she/he can improve for the next presentation E.g.: Say "I would increase the font size on your PowerPoint slides because I had trouble reading the sides" rather than "Your visual aids were ineffective." Be positive: "Sandwich" comments such that you begin with a positive comment, then offer suggestions for improving, end with a positive comment Be constructive: Give specific suggestions for improvement rather than simply telling the speaker what they did wrong Be sensitive: Use tactful language in giving feedback rather than offering blunt suggestions or comments E.g.: Say "Speak a bit louder so those in the back of the room can hear you." Rather than "I couldn't hear a word you said- speak up!" Be realistic: Give the speaker feedback about thing that s/he can actually change Telling a speaker that s/he is too short is not helpful Limitations Although the study is carefully and clearly designed and based on reliable data, this study still presents some limitations Since this study focused on 286 accountancy freshmen, the findings of this study, hence, can be generalized only to the freshmen in Faculty of Accountancy in particular and at HUBT in general What is more, motivation is a complex phenomenon and it is difficult to classify motivation into different types That is why the classification of extrinsic and intrinsic motivation in this study may be not as clear as expected Among many types of feedback affecting students' motivation, the study only focuses on the three kinds of teacher feedback namely corrective feedback, evaluative feedback and strategic feedback ad a motivation factor to students' motivation in speaking lessons In addition, due to the writer‟s limited knowledge and skills of Information Technology, it wasted much time to collect and analyze such a large amount of data Therefore, it would be better and less time-consuming if the writer used online survey questionnaire software 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 38 Due to these limitations, shortcomings are inevitable in this paper; thus, to make this study better, all comments are welcome and appreciated Future Direction The following directions should be taken into consideration in the future research: - The HUBT students‟ motivation in learning English and factors affecting their motivation should be investigated - Effects of the teacher's feedback on HUBT students' motivation in learning wring, listening, and reading could be studied 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 39 REFERENCES Bichener, J., Young, S & Cameron, D (2005) The effect of different types of corrective feedback on ESL student writing Journal of second language writing, 9, 227-258 Brown, H (1994) Teaching by principles: An interactive approach to language pedagogy New York: Prentice Hall Regent Brown, H D (2000) Principles of language learning and teaching (4th ed.) New York: Longman Bygate, M (1987) Speaking Oxford: Longman Chan, C (2008) Effects of different evaluative feedback on students' self-efficacy in learning Journal of second language learning, 3, 37-58 Davies, G (2000) CALL (Computer Assisted Language Learning) London: Routledge Deci, L., & Ryan, M (1985) Intrinsic motivation and self-determination in human behavior New York: Plenum Dornyei, Z (1998a) Motivation in second and foreign language teaching Language Teaching, 31(3), 117-135 Dornyei, Z (2001) Teaching and researching motivation Harlow: Longman Dweck, C (2007) The perils and promises of praise Educational leadership, 4, 34-39 Ellis, R (1985) Understanding second language acquisition Shanghai: Shanghai foreign language education press Ferris, D (1999) The case for grammar correction in L2 writing classes: A response to Truscott (1996) Journal of second language writing, 1, 1-10 Gardner, R (1985b) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold Gattullo, F (2000) Corrective feedback teaching style: exploring a relationship Pecs: University of Pecs press Harmer, J (1991) The practice of English language learning London: Longman Hattie, J T., H (2007) The power of feedback Review of educational research, 7, 81-112 Magno, C (2011) Teacher's feedback practices in second language academic writing classroom Journal of second language learning, 6, 21-31 Maslow, K D., Z (2005) The internal structure of language learning motivation and its 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 40 relationship with language choice and learning effort Modern language journal, 8(19-36) Moss, D (2001) Teaching for communication competence, interaction in the ESOL classroom NSSALL: Focus on basic, 7, 45-67 Nugrahenny, J (2007) Teacher and student attitudes toward teacher feedback Journal of second language learning, 3, 38-52 Nunan, D (1991) Language teaching methodology of a textbook for teachers (Vol Cambridge university press) Cambridge Richards, J., Platt, J & Platt, H (1992) Longman dictionary of language learning and applied linguistics London: Longman Schmidt, R., Boraie, D., and Kassabgy, O (1996) Foreign language motivation: Internal structure and external corrections In R Oxford (Ed.), Language learning motivation: Pathway to the new century (Technical Report No 11) (pp 9-11) Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center Schunk, D (1983) Ability versus effort attribution feedback: Differential effects on selfefficiency and achievement Journal of educational psychology, 75, 848-856 Stipek, D (1996) Motivation and instruction handbook of educational psychology New York: Macmillan Terése, H (2005) Oral feedback Karlstad: Karlstad university Thornbury, S (2000) Accuracy, fluency and complexity English teaching professional, 1, 3-6 Tunstall, P G., C (1996) Teacher feedback to young children in formative assessment: A typology British educational research association, 22(4), 389-404 Ur, P (1996) A course in language teaching Cambridge: Cambridge University Press Ypsilanddis, G (2002) Feedback in distance education Computer assisted language learning, 15(2), 167-181 Yuan, K (2009) A brief discussion on motivation and ways to motivate students in English language teaching International educational studies, 2(2), 145-149 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 I Appendix Questionnaire for students This survey questionnaire is designed for my research into the effects of teacher feedback on the students' motivation in speaking lessons Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your corporation! **************************************************************************** In the following table, you will find statements about your motivation in learning English Please tick (v) in the column to show your opinion No Statements I learn English because it is a compulsory subject at HUBT I really like learning English English lessons are very interesting I learn English in order to get a better job in the future Strongly disagree I enjoy learning English, because I know that learning English is important for me I need to learn English only to pass the exams at HUBT Learning English is a hobby for me The main reason I am taking this class is that my parents/my teachers want me to improve my English I enjoy using English outside class whenever I have chances I think everybody in Vietnam should be able to speak English I would take English class even if it were not required by HUBT 10 Disagree Undecided Agre e Strongly agree In the following table, you will find statements about the types of feedback that your teachers may use to respond to your speaking in English lesson Please tick (v) in the column to give your opinion on how frequently these types of feedback are used Never Always No Seldom Sometimes Often Statements Your teacher directly elicits the correct form from you and prompts you to self-correct Your teacher gives you advice to develop your strong points in your performance 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 5 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 II 10 Your teacher repeats the ill-form part of your utterance by changing intonation to draw your attention Your teacher suggests ways of helping you to overcome your mistakes Your teacher directly corrects your mistakes Your teacher complements on your good performance Your teacher clarifies your utterance by asking some questions such as "what you mean by …? " or " Do you mean …?" Your teacher says that you are wrong Your teacher criticizes you when you make the mistakes Your teacher gives comments to justify the grade that she/he gives to your speaking How effective is your teacher's feedback in speaking lessons? Please tick (v) the column to give your opinion No Statements Very Effective Effective Your teacher directly elicits the correct form from you and prompts you to self-correct Your teacher gives you advice to develop your strong points in your performance Your teacher repeats the ill-form part of your utterance by changing intonation to draw your attention Your teacher suggests ways of helping you to overcome your mistakes Your teacher directly corrects your mistakes Your teacher complements on your good performance Your teacher clarifies your utterance by asking some questions such as "what you mean by …? " or " Do you mean …?" Your teacher says that you are wrong Your teacher criticizes you when you make the mistakes 10 Your teacher gives comments to justify the 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z Not Effective 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 III grade that she/he gives to your speaking Please tick (v) in the column to give your reaction to teacher's feedback during speaking lessons You can tick (v) more than one answer Statements When your teacher corrects your mistake When your teacher offers suggestions to help you improve your speaking When your teacher evaluates your speaking performance You feel encouraged You feel discouraged You feel ashamed The teacher’s feedback makes you lose face You feel normal THANK YOU VERY MUCH FOR YOUR CORPORATION! 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99