An investigation into english major students’ perception of teacher correctiv e feedback on academic writing at the faculty of foreign languages at banking academy

BANKING ACADEMY OF VIETNAM FACULTY OF FOREIGN LANGUAGES _ GRADUATION THESIS TOPIC: AN INVESTIGATION INTO ENGLISH - MAJOR STUDENTS’ PERCEPTION OF TEACHER CORRECTIVE FEEDBACK ON ACADEMIC WRITING AT THE FACULTY OF FOREIGN LANGUAGES AT BANKING ACADEMY Student : Luu Thi Tam Class : K21ATCB Academic year : 2018 - 2022 Student ID : 21A7510118 Advisor : Ms Nguyen Thi Thu Trang (MA) Hanoi, May, 2022 Tai ngay!!! Ban co the xoa dong chu nay!!! 17014125821301000000 DECLARATIONS I declare that this graduation thesis is the result of my own research under the instruction of Ms Nguyen Thi Thu Trang The research contents and results are almost entirely my own work and have never been published or submitted in any previous works The references are properly cited as prescribed in the reference section Hanoi, 22th May, 2022 Signature Luu Thi Tam i ACKNOWLEDGMENTS Being able to complete this thesis makes me very proud of myself, and this thesis is also considered the greatest achievement that I got during my studying time at Banking Academy However, without the help of many people, I would not be able to accomplish it First of all, I would like to give my sincerest gratitude to Ms Nguyen Thi Thu Trang for her expert guidance during this difficult journey of finishing my thesis She energetically directed me, gave me valuable feedback on the research I have worked with The thesis would be impossible to complete without her supervision and dedicated support Additionally, I would like to express my thank to my family and friends for always supporting, comforting, and encouraging me to complete this thesis Finally, I would also like to thank all the students who participated in the questionnaire for the thesis Their contributions were integral to the research Hopefully, this thesis will provide important information to read, even though it is far from flawless Furthermore, any comments, thoughts, or recommendations for improving this thesis are appreciated ii LIST OF ABBREVIATIONS WCF L2 ESL GEPT Written corrective feedback Second Language English as a Second Language General English Proficiency Test's EFL English as a Foreign Language SPSS Statistical Package for Social Sciences iii TABLE OF CONTENTS Chapter I INTRODUCTION 1.1 Background of the Study 1.2 Objective of the thesis 1.3 Research questions 1.4 Significance of this study 1.5 Scope and Limitations of the Thesis 1.6 Structure of the Thesis Chapter II LITERATURE REVIEW 2.1 Introduction 2.2 Definitions 2.2.1 Definition of Academic writing 2.2.2 Corrective feedback 2.2.3 Teacher written corrective feedback 2.3 Types of teacher written corrective feedback 2.3.1 Direct (explicit) corrective feedback (DCF) 2.3.2 Indirect (implicit) corrective feedback (ICF) 10 2.4 Importance of teacher written corrective feedback 12 2.4.1 Teacher WCF raised students’ linguistic accuracy level 12 2.4.2 Corrective feedback enhance students’ motivation 13 2.4.3 Corrective feedback improves students’ and teachers' relationship 14 2.5 Issue in teacher written corrective feedback 15 2.6 Students' attitudes towards and preferences of teachers’ giving CF 18 2.7 Previous studies 19 Chapter III RESEARCH METHODOLOGY 22 3.1 Research setting 22 3.2 Procedure of data collection 22 3.3 Participants and sample description 23 3.4 Research instrument 23 iv Chapter IV DATA ANALYSIS AND DISCUSSION 25 4.1 Data analysis 25 4.1.1 Participants' background information 25 4.1.2 Reliability of the Measurement 26 4.2 Below demonstrates the reliability degrees by questionnaire section 26 4.2.1 Results on frequencies of direct teacher corrective feedback that students get in academic writing 30 4.2.2 Results on frequencies of indirect teacher corrective feedback students get in academic writing 32 4.2.3 Students' perception of teacher written corrective feedback in academic writing 34 4.3 Discussion 37 Chapter V CONCLUSION AND RECOMMENDATION 40 5.1 Summary of the results 40 5.2 Pedagogical implications 41 5.3 Suggestions for the next studies 42 REFERENCES 43 v LIST OF TABLES Table 3.1 Number of students in each academic year 23 Table 4.1 Respondent demographics 25 Table 4.2 Cronbach's Alpha computed summary statistics 26 Table 4.3 The corrected item - total correlation of section 27 Table 4.4 The corrected item - total correlation of section 28 Table 4.5 The corrected item - total correlation of section 29 Table 4.6 Frequencies of direct corrective feedback by teachers 30 Table 4.7 Frequencies of indirect corrective feedback by teachers 32 Table 4.8 Students' perception on teacher written corrective feedback 34 vi LIST OF FIGURES Figure 2.1 Teacher written corrective feedback 11 Figure 4.1 Frequencies of direct corrective feedback by teachers (in percentage) 31 Figure 4.2 Frequencies of indirect corrective feedback by teachers (in percentage) 33 Figure 4.3 Perceived feedback of teacher corrective feedback (in percentage) 36 vii ABSTRACT The title of the thesis: An investigation into English-major students’ perception of teacher correctiv e feedback on academic writing at the Faculty of Foreign Languages at Banking Academy” Author: Luu Thi Tam Advisor: Nguyen Thi Thu Trang Keywords: Writing skill, feedback, written corrective feedback Abstract: This research paper aims to determine English-major students’ perception of written corrective feedback in the Faculty of Foreign Languages at Banking Academy 187 students who have completed academic writing classes responded to the online questionnaire A coherent framework is deployed to rank frequencies of direct and indirect corrective feedback given by teachers and then find out students' attitudes towards these feedback The results show that English-major students at Banking Academy value direct corrective feedback more than indirect one It also indicates that students are looking forward to getting feedback from their teachers and that feedback is helpful in improving their writing skills Nevertheless, there remain some problems related to the color-coding of the feedback and the time of feedback given to students From the findings, the author has made several practical suggestions that could help teachers and English-major students improve their academic writing skills such as teachers should apply more indirect corrective feedback in order to enhance students’ cognition and become self-sufficient and responsible learners The timing of giving feedback also should be as soon as possible and the color-coded feedback should also be reduced viii Chapter I INTRODUCTION This first chapter introduces the background information, research aims, research questions, as well as the importance and organization of the study It also emphasizes the scope and limits of the investigation 1.1 Background of the Study English has been increasingly popular in recent decades, and played an increasingly important role in communication The value of English has grown even more as the globe has become more integrated and international enterprises have penetrated the Vietnamese market English allows countries with different languages to conduct international trade and diplomacy, allowing for the flow of science, technology, commodities, and labor resources Employees with strong English will be readily organized to work with overseas partners, and global areas, and will find it extremely simple to grow in their careers As a result, it is critical for individuals to increase their understanding of other languages, particularly English, in order to fulfill the demands of modern society and to improve living conditions English is now considered a compulsory subject in Vietnamese schools When it comes to English, there are four main skills that students are expected to master: speaking, reading, listening, and writing Among these skills, second-language usage learners regard writing skills, particularly academic writing abilities, to be at a critical and difficult level As one of the top universities in Viet Nam, Banking Academy also places a premium on students' English skills and therefore, established the Faculty of Foreign Languages to provide specific English in finance Therefore, the teachers’ written corrective feedback in those writings is considered very important in order to enhance students’ writing abilities In order to gain a more comprehensive and detailed