(Luận văn thạc sĩ) corrective feedback on writing of second year english majored students a case study at da lat university

MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY NGUYỄN PHAN NHẬT NGUYÊN CORRECTIVE FEEDBACK ON WRITING OF SECOND-YEAR ENGLISH-MAJORED STUDENTS: A CASE STUDY AT DA LAT UNIVERSITY Submitted in fulfilment of the requirements for the degree of Master of TESOL BA RIA – VUNG TAU, 2021 Luan van MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY NGUYỄN PHAN NHẬT NGUYÊN CORRECTIVE FEEDBACK ON WRITING OF SECOND-YEAR ENGLISH-MAJORED STUDENTS: A CASE STUDY AT DA LAT UNIVERSITY Submitted in fulfilment of the requirements for the degree of Master of TESOL SUPERVISOR: ASSOC PROF NGUYỄN TẤT THẮNG BA RIA – VUNG TAU, 2021 Luan van i The thesis entitled CORRECTIVE FEEDBACK ON WRITING OF SECOND-YEAR ENGLISH-MAJORED STUDENTS: A CASE STUDY AT DA LAT UNIVERSITY was successfully defended and approved on ……….… at Ba Ria Vung Tau University Academic supervisor: Assoc Prof Nguyen Tat Thang Examination Committee Prof Dr Phạm Hữu Đức Chair Dr.Dương Mỹ Thẩm Reader Dr.Lê Lan Phương Reader Dr Phan Thế Hưng Member Dr Nguyễn Hoàng Tuấn Secretary Member On behalf of the Examination Committee Chair (full name, title, signature) Luan van ii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, March 2021 MASTER’S THESIS REPORT Student’s name: NGUYEN PHAN NHAT NGUYEN Sex: Female Date of birth: June 7th, 1995 Place of birth: Lam Dong Province Major: TESOL Student’s code: 18110097 I- Thesis title: CORRECTIVE FEEDBACK ON WRITING OF SECOND-YEAR ENGLISH-MAJORED STUDENTS: A CASE STUDY AT DA LAT UNIVERSITY II-Objectives and contents: The study aims at investigating the way that teachers at Dalat University treat students’ errors in their writing and students’ attitudes towards corrective feedback in writing The specific objectives are as follows: - To find out the strategies that teachers at Dalat University use when giving corrective feedback in students’ writing - To discover students’ attitudes towards written corrective feedback This study was conducted at Da Lat university In order to find out strategies that teachers at Dalat University used when giving corrective feedback in students’ writing, the researcher collected 60 students’ writing pieces for analysis With an aim of discovering Luan van iii students’ attitudes towards written corrective feedback, the researcher asked 271 students to answer the questionnaire and 12 students to join in the interview The researcher utilized the mixed-method approach to collect the data In terms of data analysis, the author used SPSS software and content analysis to analyze the data III- Starting date: (as stated in the Decision issued by the University ) IV- Completing date: V- Academic supervisor: ASSOC PROF NGUYEN TAT THANG ACADEMIC SUPERVISOR ((full name, signature) Luan van FACULTY DEAN ((full name, signature) iv STATEMENT OF AUTHORSHIP I certify that the thesis “CORRECTIVE FEEDBACK ON WRITING OF SECOND-YEAR ENGLISH-MAJORED STUDENTS: A CASE STUDY AT DA LAT UNIVERSITY” is my work No other person’s work has been used without acknowledgment in the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ba Ria – Vung Tau, March 2021 NGUYEN PHAN NHAT NGUYEN Luan van v RETENTION AND USE OF THE THESIS I, Nguyen Phan Nhat Nguyen, being a candidate for the degree of Master of Teaching English to Speakers of Other Languages accept the requirement of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ba Ria – Vung Tau, March 2021 NGUYEN PHAN NHAT NGUYEN Luan van vi ACKNOWLEDGEMENT I would like to express my deepest appreciation to all those who assisted me to complete this research Firstly, I wish to express my sincerest gratitude to Assoc Prof Nguyễn Tất Thắng for his guidance and supervision as well as for providing invaluable information Without his help, this thesis would not have been possible Furthermore, my gratefulness is given to my parents for their encouragement and supports which allow me to complete this research My thanks and appreciations also go to my colleagues at DLU who assisted me to carry out this thesis and to the second-year English-majored students at DLU for giving me such attention and time This research could be completed thanks to their help Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university vii ABSTRACT The study searched for the written corrective feedback (WCF) practices of DLU teachers and the attitudes of English-majored students towards WCF In order to find out which corrective feedback types were used by DLU teachers, 60 samples of students’ writing were collected for analysis 271 second-year English-majored students from the Faculty of Foreign Languages participated in the study In order to collect data from the students, questionnaires and semi-structured interviews were applied The study illustrated that a combination of WCF types was applied by the teachers at DLU including direct WCF, indirect WCF and metalinguistic WCF Among the three types of WCF, indirect WCF was used most frequently Besides, the study found that teachers at DLU applied unfocused written corrective feedback when dealing with students’ errors In terms of the attitudes of DLU students towards WCF, the study is based on Wenden's (1991) framework Three components of attitude involving cognitive, affective, behavior components were investigated To be more specific, the study looked for students’ thinking about the importance of WCF, students’ feeling about WCF and students’ reactions when receiving WCF With the aim of improving the effectiveness of WCF in teaching, some implications for teachers and stakeholders were also included in the study Key words: error, writing, corrective feedback, written corrective feedback, students’ attitudes Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university viii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP iv RETENTION AND USE OF THE THESIS v ACKNOWLEDGEMENT vi ABSTRACT vii TABLE OF CONTENTS viii LIST OF TABLES xii LIST OF CHARTS xiii LIST OF ABBREVIATIONS AND SYMBOLS xiv CHAPTER INTRODUCTION 1.1 Background to the Study 1.2 Statement of the Problem 1.3 Research Purposes and Objectives of The Study 1.4 Research Questions 1.5 Scope of the Study 1.6 Significance of the Study 1.7 Definition of key terms 1.8 Organization of The Thesis CHAPTER LITERATURE REVIEW 2.1 Introduction 2.2 Errors 2.2.1 Definition 2.2.2 The Role of Errors 2.2.3 Types of Errors 10 2.3 Attitude 10 Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 104 S12: Theo việc sửa lỗi viết tiếng Anh hữu ích, thơng qua biết lỗi sai xác, khơng bị mơ hồ tìm cách khắc phục lỗi sai để tránh việc lặp lại lỗi sai viết Câu 2: Việc sửa lỗi viết có thúc đẩy việc tự học bạn hay không? S1: Dạ theo em có sau nhận phần sữa lỗi em có động lực học sau em viết lại hoàn chỉnh dựa vào lỗi sai mà giảng viên sửa cho S2: Em thấy có thơng qua phần sửa lỗi sai giảng viên em biết kiến thức mà chưa có nắm thường em lên mạng kiếm giảng ngữ pháp để em học thêm S3: Theo em việc sửa lỗi viết có thúc đẩy việc tự học em ghi lại lỗi sai cố gắng tìm hiểu thêm lỗi sai nhiều nguồn thơng tin khác từ hồn thiện lại phần có lỗi sai S4: Em nghĩ có thường nhận lỗi sai em nhà nghiên cứu đọc thêm tài liệu liên quan tới lỗi sai ghi lại S5: Cịn em em chưa thấy đạt hiệu thân có lúc em mắc lỗi sai em có cố gắng tìm hiểu mạng tài liệu mà nhiên em không thấy đạt hiệu thơng tin em tìm kiếm em khơng tìm thấy làm em thấy chán nản bỏ qua việc tự học S6: Em nghĩ có tạo động lực cho em xem lại lỗi sai khắc ghi đầu việc tự học hỏi thêm thầy, cô bạn bè để xem xét lại lỗi sai khơng lặp lại tương lai S7: Dạ có Vì nhận sửa lỗi em nhà tìm hiểu thêm, đọc thêm tài liệu liên quan tới lỗi sai ghi lại để học S8: Có thúc đẩy việc tự học sửa lỗi tự tìm hiểu sách, mạng để bổ sung thêm kiến thức S9: Em nghĩ thúc đẩy nhiều việc tự học biết sai đâu em trao đổi thêm với bạn bè em hỏi giáo viên thêm chỗ mà em sai Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 105 S10: Dạ em nghĩ thúc đẩy việc tự học sửa lỗi phát lỗi sai tự ơn lại tự sửa lỗi để từ nâng cao thành tích cho lần S11: Em nghĩ thúc đẩy việc tự học S12: Việc sửa lỗi viết có thúc đẩy việc tự học thân sau biết lỗi sai đâu, sẻ tìm hiểu kiến thức ngữ pháp muốn viết lại nhiều để cải thiện kỹ viết Câu 3: Bạn có thích sửa lỗi sai viết khơng? S1: Dạ theo em có sau sửa lỗi sai em dễ dàng rút kinh nghiệm không lặp lại lỗi sai S2: Dạ em thích nhận sửa lỗi giảng viên mà giảng viên khơng sửa em khơng biết lỗi em sai hồi S3: Em đồng ý với ý kiến hai bạn nhờ có phần sửa lỗi sai em hồn thiện kỹ S4: Dạ có nhờ phần sửa lỗi sai em ghi nhớ lâu phần lỗi sai S5: Em đồng tình với ý kiến bạn nhận lỗi sai từ thầy giúp em nhận lỗi sai từ tránh mắc lỗi sai viết sau S6: Tất nhiên có để nhận lỗi sai tự sửa sửa tạo động lực thêm cho tự tìm tịi học hỏi S7: Dạ có sửa lỗi em khơng thời gian tìm kiếm đáp án S8: Dạ có việc sửa lỗi sai giúp nhiều cho kiến thức em S9: Dạ em thích sửa lỗi sai em biết ngữ pháp em viết sai em học tập thêm nhiều ngữ pháp S10: Dạ em có thích sửa lỗi biết lỗi sai lần sau không tái phạm S11: Dạ em thích sửa lỗi sai Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 106 S12: Có Bởi sửa lỗi sai viết giúp nhận lỗi cụ thể dễ dàng khắc phục hơn, để so sánh đối chiếu với viết khác Câu 4: Việc sửa lỗi sai có giúp bạn có động lực học tập khơng? S1: Dạ theo em sau nhận phần sửa lỗi sai khơng giúp em thúc đẩy động lực học nhận với nhiều lỗi sai khiến em chán nản khơng có động lực học tập S2: Dạ theo em khơng cho em có thêm động lực học tập sửa lỗi sai giảng viên khơng giúp em có động lực nhiều S3: Dạ em sửa lỗi sai giúp em có thêm động lực học em nhận cịn nhiều khuyết điểm, nhiều lỗ hổng kiến thức để từ bồi đắp thêm hồn thiện thân S4: Em nghĩ có nhận với nhiều lỗi sai em cố gắng bồi đắp thêm lại kiến thức để kiểm tra sau lỗi S5: Dạ em em thấy khơng cịn động lực nhận viết có nhiều dấu khoanh đỏ làm em động lực chán nản việc học tập S6: Dạ em nghĩ có biết sai đâu rút ngắn thời gian dễ dàng sửa sai giúp học tập tốt S7: Em nghĩ khơng nhận sửa sai lỗi sai giúp em học tốt khơng giúp em thúc đẩy động lực học S8: Dạ việc sửa lỗi sai có giúp em có động lực học tập việc sửa lỗi giúp nhận thiếu sót kiến thức cố gắng học tập S9: Dạ em nghĩ có biết sai mua thêm nhiều sách để luyện kỹ viết nên thúc đẩy em đọc nhiều sách hỏi giáo viên, bạn bè S10: Dạ em nghĩ có thúc đẩy động lực học S11: Dạ em nghĩ khơng thúc đẩy động lực học thấy bị sửa lỗi sai nhiều nản khơng muốn học Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 107 S12: Có Như trả lời câu số việc sửa lỗi sai thúc đẩy tìm hiểu giúp có động lực viết thêm nhiều khác để xem thân có tiến hay khơng có mắc lại lỗi cũ hay khơng Câu 5: Khi mắc lỗi viết bạn thích sửa lỗi? S1: Dạ cá nhân em em muốn tự thân sửa lỗi cho biết mắc lỗi sai phần sửa giúp nhớ lâu S2: Em em thích sửa cho em kiến thức bạn bạn sửa lỗi cho em em cảm thấy khơng chắn S3: Đối với em học thầy không tày học bạn người bạn người đưa cho em ý kiến gần gũi để em dễ dàng trao đổi S4: Dạ em thích giảng viên sửa lỗi giảng viên sửa lỗi có vấn đề em trực tiếp hỏi giảng viên để bạn bè em thấy khơng thoải mái S5: Em thích giảng viên sửa cho độ xác cao cho em tự sửa lỗi em thấy nghi ngờ chỉnh sửa cho bạn nhóm sửa em thấy trình độ chúng em ngang thơi nên khơng đạt hiệu cao S6: Em thích giảng viên dạy cho sửa lỗi cho giảng viên có kiến thức rộng dễ lỗi sai cho S7: Em thích giảng viên sửa lỗi kiến thức giảng viên S8: Em thích giảng viên sửa lỗi giảng viên có tảng vững phương pháp truyền đạt dễ hiểu S9: Em muốn giảng viên sửa lỗi Nếu bạn em có thành tích cao em học tập bạn nhiều, bạn bè sửa lỗi chưa sửa cho S10: Dạ em nghĩ giảng viên bạn bè em thích giảng viên sửa em cảm thấy chắn S11: Dạ bình thường em hay đưa cho bạn sửa cuối bạn sửa sai em nghĩ giảng viên sửa tốt Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 108 S12: Mình thích giáo viên trực tiếp giảng dạy sửa lỗi cho họ nắm trình học tập để nhắc nhở lỗi sai phạm phải, đồng thời sẻ biết điểm tốt tiến mà đạt theo thời gian Câu 6: Bạn thích sửa lỗi cách nào? S1: Cá nhân em thích giảng viên sửa tập trung vào phần lỗi nghiêm trọng giảng viên khoanh lại ghi đáp án sau em tập trung vào phần khơng phải tìm đáp án cho lỗi sai S2: Em thích giảng viên hết lỗi sai với em muốn giảng viên khoanh trịn lỗi sai em muốn tự tìm lỗi sai để em nhớ lâu S3: Cũng giống bạn em muốn giảng viên hết lỗi sai khoanh trịn lại từ em tự tìm đáp án S4: Em thích giảng viên sửa tất lỗi cách khoanh tròn đưa đáp án em nhanh hiểu em khơng thời gian tìm kiếm đáp án cho lỗi sai S5: Em thích giảng viên khoanh trịn sửa lỗi sai chỗ ln em học rút kinh nghiệm nhanh cho em tự tìm kiếm đáp án em khơng tin tưởng độ xác đáp án tìm Em thích giảng viên sửa số lỗi nghiêm trọng cịn lại em khơng thích sửa nhiều thấy viết sửa nhiều lỗi bút đỏ em cảm thấy chán nản khơng có động lực học tiếp S6: Em thích giảng viên sửa qui ước ký hiệu cho lỗi sai chấm để sinh viên tự đối chiếu sửa lỗi S7: Em thích giảng viên khoanh trịn ghi đáp án ln em khơng thời gian để tìm đáp án cho lỗi sai Em thích giảng viên sửa hết tất lỗi S8: Em thích sửa lỗi cách gạch khoanh trịn ghi đáp án sửa số lỗi em tìm lỗi sai cịn lại sửa chúng S9: Em thích gạch khoanh ghi đáp án sửa số lỗi lỗi lại em hỏi thêm cơ, bạn bè tự tìm hiểu Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 109 S10: Em thích gạch sửa lỗi sửa hết lỗi sửa số lỗi em khơng tự tin tìm lỗi cịn lại sửa chúng S11: Em thích giảng viên sửa đáp án sửa hết tất lỗi viết em S12: Mình thích sửa lỗi viết Cụ thể, thích lỗi sai đánh dấu sửa lại bên viết bên cạnh viết để xem rõ ràng giúp so sánh lỗi sai với viết trước Câu 7: Sau nhận phần sửa lỗi bạn thường làm tiếp theo? S1: Dạ sau nhận phần sửa lỗi em thường xem lại lỗi sai tập trung vào phần bút đỏ mà giảng viên sửa cho để rút kinh nghiệm Em xem kĩ phần để khơng lặp lại lỗi sai S2: Em đọc sơ lỗi sai S3: Em đọc kĩ phần sửa lỗi sai sau trao đổi thêm với giảng viên lỗi sai S4: Em thường đọc kĩ lỗi sai ghi lại cấu trúc lỗi sai vào sổ S5: Em coi sơ qua khơng nhìn kĩ bỏ qua S6: Em xem lại lỗi sai học tập bổ sung để khơng lặp lại lỗi sai tương lai S7: Em xem sơ qua S8: Em đọc kĩ phần sửa lỗi ghi lỗi sai viết S9: Thói quen em sau chấm em đọc lại hai ba lần xong em rút lỗi sai khác khơng để lặp lại lỗi sai S10: Em xem qua sai đâu mà lần sau em không nhớ tới khơng quan tâm tới S11: Em chắn giảng viên sửa nên em để Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 110 S12: Mình thường ghi lại vào riêng, có lỗi bị trùng lặp với viết cũ đánh dấu bút khác màu để khắc phục viết Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 111 APPENDIX 7: ENGLISH INTERVIEW TRANSCRIPT Question 1: Do you think corrective feedback on writing errors is helpful? S1: I think it is helpful because the corrective feedback would help me avoid committing the same errors in my next writing S2: I agree with her opinion that WCF is very helpful When I know about my errors, I can evaluate my ability, remember the errors more carefully and gain experience in the next writing S3: In my opinion, WCF is helpful because after knowing about the errors that I made in the writing, it is easy for me to learn from experience and get higher scores in the next tests S4: I also find it helpful because the corrective feedback could help me know about my abilities, and I will pay more attention to parts I frequently did wrong S5: I also find it very useful because thanks to the teacher's corrective feedback, I will recognize the gaps in my knowledge, avoid making the same errors again, and improve my writing skills S6: I think it is helpful because the corrective feedback helps me know what I did wrong and don’t make the same errors again S7: I find it useful because WCF helps me realize my weaknesses so that I know what I need to improve S8: Corrective feedback in English writing is useful because it helps me avoid making the same errors in the next writing S9: I also think that corrective feedback in English writing is necessary because when receiving WCF, I will know which part is incorrect, what I am still not good at so that I will pay more attention and will not make those errors again S10: I think corrective feedback in English writing helpful because it helps me not repeat the same errors Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 112 S11: I feel it is helpful as well because if my errors are corrected, I will not make the same errors again S12: In my opinion, corrective feedback in English writing is very useful, because through it I can know more about my errors; I can find a way to fix my errors and avoid repeating the errors in the next article Question 2: In your opinion, you think that WCF can promote self-learning? S1: Yes, I think WCF can promote self-learning because after receiving the corrective feedback, I will have more motivation and then I will rewrite my writing based on the corrective feedback received S2: I also think that WCF can promote self-learning because the corrective feedback from my teacher would help me know what I am still not good at Normally, I search on the internet and watch grammar lesson videos to learn more S3: In my opinion, WCF promotes self-study because I will note down my errors and try to learn more about the errors from different sources and then revise the writing S4: I think that WCF can promote self-learning because after receiving the WCF when I get home, I will read documents related to the errors and take notes S5: As for me, I not think that WCF can promote self-learning because there are times when I make errors, and I also try to search on the internet as well as from other documents, but I not find it effective because I can not find what I look for; this fact discourages me and I not want to learn anymore S6: I think WCF can promote self-learning because it makes me review my errors and keep them in mind Self-study may be asking teachers or friends, reviewing the errors and avoid committing the same errors in the future S7: Yes, I think it does because when I receive the WCF, I will go home to learn more, read more documents related to the errors and take notes to learn Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 113 S8: WCF can promote self-study because when my errors are corrected, I will read more books and search on the Internet to supplement my knowledge S9: I think WCF can promote self-study because when I know where I wrong, I can discuss more with my friends or ask my teacher more about my errors S10: I think it will promote self-study because when receiving WCF, I will discover my errors, I can review and try to fix them myself to improve my achievement for the next time S11: I also think it will promote self-study S12: Written corrective feedback promotes self-study because after knowing about the errors, I will learn about that grammar structure and want to rewrite more to improve my writing skills Question 3: Do you like to receive written corrective feedback? S1: I think yes because after receiving the WCF, I will learn from experience and will not repeat the same errors S2: I also like to receive WCF because if my teacher doesn't correct my errors, I won't recognize my errors and make the same errors S3: I agree with my friends because WCF can help me improve my writing skills S4: Yes, because thanks to the WCF, I will remember what I did wrong longer S5: I also like to receive WCF because receiving corrective feedback from teachers can help me to recognize my errors and avoid making them again S6: Of course yes Recognizing errors and being able to correct errors by myself can motivate me to learn more S7: Yes, because when I receive the WCF, I won't waste time searching for the correct answers S8: Yes, I do, because WCF has a contribution to my knowledge Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 114 S9: Yes, I also like to receive WCF because WCF helps me know which grammar rules that I am wrong, and I also can learn new grammar rules S10: Yes, I because WCF helps me to know about my errors and I won't commit those errors again S11: Yes, I also like to receive WCF S12: Yes because corrective feedback in the writing helps me to recognize specific errors; it is easier to fix those errors as well as to compare with other writings Question 4: Does WCF raise your learning motivation? S1: In my opinion, WCF does not boost my motivation because receiving a piece of writing with too many errors marked makes me depressed and demotivated S2: As for me, it also does not give me more motivation; the teacher's WCF does not make me feel much motivated S3: I think WCF will help me to have more motivation in learning because thanks to WCF, I realize the shortcomings in my knowledge and I will try to improve myself S4: As for me, it does because when I receive a piece of writing with errors marked, I will try to improve my knowledge so that in the next test, I will commit fewer errors S5: I don’t have motivation after receiving WCF because when I receive back my work with many red circles, I lose motivation and it discourages me to learn S6: Yes, I think it does because knowing about my errors could help me to save time when correcting the error and help me to study better S7: I think it doesn’t because receiving WCF helps me to improve my learning, but it does not boost my motivation S8: WCF can help me to have learning motivation because WCF helps me to recognize the gaps in knowledge and I will try to study more S9: I think it does because when I know I make errors, I will buy more books to practice writing; it will motivate me to read more books or ask my teachers Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 115 S10: Yes, I think it boosts learning motivation S11: I think it does not give me learning motivation because when I find there are too many errors corrected, I will be discouraged and not want to learn S12: Yes, like the answer in question 2, corrective feedback motivates me to learn and motivates me to write more to see whether I am making progress or not Question 5: Who you like to give you written corrective feedback? S1: Personally, I like to correct errors by myself because I will know which part I did wrong and correcting errors by myself helps me remember longer S2: I like my teacher to give me WCF because the teacher’s knowledge will be wider than my peers’ knowledge When my peers give me WCF, I feel unsure about their feedback S3: I think that “We learn not at school but in life”, so my friends can give me great opinions, and it is easy to discuss with my friends S4: I prefer my teacher to give me corrective feedback because when my teacher fixes the error if I not understand, I can ask my teacher, but if my friends give me corrective feedback, I will feel uncomfortable S5: I prefer my teacher to give corrective feedback for my work because the accuracy of the teacher’s WCF is high If I correct errors by myself, I feel suspicious about my correction I think my English proficiency level and my classmates’ are the same, so the feedback would not be useful S6: I like my teacher to give me corrective feedback because the teacher has broader knowledge, so it is easier for them to give me CF S7: I like teachers to give me corrective feedback because the teacher's knowledge is always right S8: I like teachers to give corrective feedback because teachers have deep knowledge and have an expressing method that is easy to understand Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 116 S9: I also want my errors to be corrected by teachers If my friend has better learning results, I can learn for him I think the feedback made by my friends may not right S10: Yes, I think feedback from teachers or friends is alright, but I prefer teacher’s feedback because I feel the teacher’s feedback is more accurate S11: I usually ask my friend to correct my errors but the feedback is still wrong, so I think my teacher’s feedback is the best S12: I like teachers to give me corrective feedback because they know about my learning, so they can remind me of errors I have made, and also know the good points and progress that I achieve over time Question 6: In which way that you want your teachers to give you corrective feedback? S1: Personally, I like my teacher to pay attention to serious errors The teacher can circle and write down the correct answers so that I will focus on that part and not have to find the correct forms for the errors S2: I like my teacher to give corrective feedback on all of my errors Besides, I want my teacher to just circle the errors I want to find the correct forms by myself so that I can remember them longer S3: Just like my friends, I want teachers to give feedback on all of the errors that I make and teachers can circle the errors and I will find the correct forms by myself S4 I like my teacher to give feedback on all of my errors by circling and writing the correct forms for the errors because this type of feedback would help me quickly understand, and I will not waste time searching for the correct forms for the errors S5 I like my teacher to circle and write the correct forms for the errors; this type of feedback would assist me to draw experience If I have to find the correct forms for the errors by myself, I still not trust the accuracy of the answers that I find I like my Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university 117 teacher to just give feedback on some serious errors I don't like my teacher to give too much corrective feedback on my writing because when I read a piece of writing with too many errors marked by red ink, I feel depressed and have no motivation to continue studying S6: I like my teacher to use error codes so that students can read and find the correct forms by themselves S7: I like my teacher to circle and write down the correct answers so that I won't waste time finding the right answers for the errors I like the teacher to correct all of the errors S8: I like to receive feedback in form of underlining or circling the errors and writing down the correct forms of the errors I like to receive feedback on just some errors because I will find the remaining errors and correct them S9: I like to receive feedback with errors marked by underline or circle together with the correct forms of my errors I like some of my errors to be corrected because I can ask my friends, my teachers or correct errors by myself S10: I also like to receive feedback with underlines, circles and correct forms of the errors I like all of my errors to be corrected because if just some errors are corrected, I am not confident of finding the remaining errors and correcting them S11: I also like my teacher to write the correct forms for the errors and correct all errors in my writing S12: I like to receive corrective feedback right in the writing Specifically, I like errors marked and the correct forms are written below or next to the writing so that I can see clearly and compare them with the previous writing Question 7: What you often after receiving corrective feedback in your writing? S1: After receiving the corrective feedback, I often read the feedback and focus on the teacher’s red notes I will take a closer look at the red notes in order not to repeat the errors Luan van (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university (Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university(Luan.van.thac.si).corrective.feedback.on.writing.of.second.year.english.majored.students.a.case.study.at.da.lat.university