Exploring the teachers use of corrective feedback in speaking skills to efl learners

Table 2.1 The English periods at schools 8 ‘Table 2.2 The categories of corrective feedback Sheen, 2011 13 ‘Table 2.3 Students’ beliefS about targets of oral corrective feedback Ha & Ngu

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Nguyễn Hoài Ân

EXPLORING THE TEACHERS?’ USE OF

CORRECTIVE FEEDBACK IN SPEAKING

SKILLS TO EFL LEARNERS

LUAN VAN THAC Si NGANH KHOA HQC GIAO DUC

'Thành phố Hồ Chí Minh - 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG DAI HQC SU PHAM THANH PHO HO CHi MINH

Nguyễn Hoài Ân

EXPLORING THE TEACHERS’ USE OF

CORRECTIVE FEEDBACK IN SPEAKING SKILLS TO EFL LEARNERS Chuyên ngành: Lý luận và phương pháp bộ môn đạy học môn tiếng Anh

Mã số :PPTA 381356

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGUOI HUONG DAN KHOA HOC:

TS PHAN NGQC THACH

'Thành phố Hồ Chí Minh - 2023

I declare that the dissertation entitled “Exploring the Teachers’ Use of Comective Feedback in Speaking Skills to EFL Leamers” has been composed solely application for other academic degrees or diplomas Except where stated otherwise by reference or acknowledgment, the work presented is entirely my own.

1 would like to show my gratitude to all who have supported me from the beginning

To begin with, my supervisor ~ Dr Phan Ngoc Thgch, I would like to express

my sincere thanks for agreeing to guide me His warmth, enthusiasm, and humor made me comfortable walking on the Tong journey I am genuinely grateful that he

id not hesitate to assist immediately, even when the time was tight In addition, he

is the one who gives directions and valuable advice for me to complete my thesis in the best way

In the second place, I would like to thank the Faculty of English Language for facilitating the learning and research process over the past wo years In particular, Dr Nguyen Thanh Binh ~ Dean of the Faculty and M.A Le Dinh Tung are the ones who encourage and support the procedures and information related tothe curriculum,

‘Thirdly, I would like to thank all the lecturers who taught the subjects The teachers were enthusiastic in conveying knowled helping us understand the education field deeply, the meaning of actual teaching, and professional expertise Despite the limited time and the impact of the Covid-19 pandemic, they always give their all 1am equipped with full knowledge of my product

‘Thanks to my classmates in K31 The time we spent together was not much, but they always supported and helped each other throughout the learning process and

ss Furthermore, I would working on the thesis I wish all K31 members every suc

like to thank all the teachers and five cla s participating in the study With the permission ofthe English center representative, the teachers cooperated and seriously shared their opinions on the topic

Another critical partis a thousand words of thanks to my family, especially

my parents and sister It isnot easy to get to where I am today; they are still by my side and give me moral support

Finally, I want to express my admiration for myself Thank you for always trying Thanks to myself for not giving up [believe that my decision to continue the (MA degree will open a new and brighter door for the future,

CHAPTER 2 LITERATURE REVIEW 5555555<s<<= #

2.1 The Concept of Speaking 4 2.1.1, What s Speaking? 4 2.1.2, The Characteristics of Speaking 5 3.13 The Difficulties in leaning Speaking 6 2.1.4, Teaching speaking 9

32 The Concept of Feedback 0 2.2.1, The Definition of Feedback 10 2.2.2 The Corrective Feedback (CF) 2 2.2.3 The Techniques of Oral Corrective Feedback 2

2.3 The relationship between feedback and teaching Speaking and Speaking

2.4, Teachers” belief’ and practices 19 2.5 The related studi

2.5.2 The Foreign studies 24 2.6 The theoretical framework of the study 27 CHAPTER 3 METHODOLOGY 5e5s5sSsssesssee 2)

3.1, Methodology 29 3.2 Instruments 29 3.2.1, Questionnaires 30 32.2, Observation, 30

323 Interview 31 3.3 Participants 31

34, Research site 2 2.5, Research procedure 3

CHAPTER 4, FINDING AND DISCUSSION sS< 36

5.2 The sigifieanee of the study 66 5.3, Pedagogical implications o

54, Limitations ofthe study 68 5.5 Recommendations for Further studies «

REFERENCE 511.1 TT

LIST OF FIGURES

Figure 2.1 A basic model for teaching productive skills (Harmer, 2001, p.176) 10 Figure 2.2 A model of feedback to enhance learning " Eigure 2.3 The atepotie of feedback techniques (Kerr, 2017, p7) Is

Figure 2.4 Examples of more or less direct techniques for giving corrective feedback on speaking tasks (Kerr, 2020, p 8) 15 Figure 2.5 Framework for the analysis of teaching practices and beliefs (Education,

Figure 2.6 The Theoretical framework of the study 27 Figure 4.1 The level of learners 36 Figure 4.2 The number of learners in a classroom 37 Figure 4.3 The errors made in the classrooms 49 Figure 4.4 The CF moves in the classrooms 52 Figure 4.5 The timing of Corrective feedback moves in the classrooms 5

Table 2.1 The English periods at schools 8

‘Table 2.2 The categories of corrective feedback (Sheen, 2011) 13

‘Table 2.3 Students’ beliefS about targets of oral corrective feedback (Ha & Nguy:

‘Table 3.1 The timeline of collecting the data 34

‘Table 3.2 The purposes of survey and interview 35 Table 4.1 The level of learners 36

‘Table 4.2 The teachers’ understanding of Corrective feedback 38 Table 4.3 The types of corrected errors 40

‘Table 4.4 The timing of Corrective feedback +“ Table 4.5 The types of given Corrective feedback 4

‘Table 4.6 The number of errors and CF moves in the classrooms 49

Feedback plays a crucial role in both teaching and learning It enables for educators to assess a student's progress and provide guidance on areas that require

‘and take corrective measures It also ean boost students’ motivation and confidence, leading to better outcomes When it comes to giving Corrective feedback (CF

it's vital to approach the situation with care and thoughtfulness CF can be a powerful tool for encouragi 1g learners to reflect on their performance and take ownership of their learning, Be clear and specific about what needs to change and offer suggestions for how to make those changes To discover this process, the study aims to find out (1) the teachers” understanding of Corrective Feedback in the Speaking classes, and (2) the teachers’ practices of Corrective Feedback in teaching Speaking skills

‘The mixed method is used to investigate the usage characteristics of teachers

in the classrooms The researcher collected the data by using three instruments, including questionnaires, interviews, and observations There was a total of twenty- interviewed and observed in their five classes The results found that most teachers are aware of the neces ity of CF in teaching Speaking Teachers give the proper CF corresponding to the objective of the | son With the right approach, corrective feedback can be a powerful tool for growth and development It encourages students practice, Recasts and Metalinguistic are two sorts of CF that are usually provided in teaching Speaking It is different from teachers” belief when they prefer Prompting, aspects of Speaking skills when responding (0 leamers’ mistakes more

to self-study after receiving suggestions from teachers Finally, teachers need to sketch properly

‘education system has also been reformed to adapt to influences from many fields,

‘The new English curriculum in 2018 is a good case in point; the criteria are

centered are two new concepts in teaching Many experts consider the academic revolution to be protonged despite the positive educational changes

It cannot be denying the desired results of the English program innovation scheme, The role of teachers in teaching and learning is crucial to students’ skills and assessment approaches t0 be more flexible and effective in helping learners achieve requirements, Learners must master and control their learning processes and corrections from the teacher, students use feedback to self-check and measure their and classroom practice Our English program focuses only on grammar, neglecting

to practice communication,

In the realm of education, providing corrective feedback to learners is a vital aspect of the learning journey It is imperative for instructors to offer feedback that is various forms, lke positive reinforcement, constructive criticism, or even punishment under certain circumstances The ultimate aim of corrective feedback is to aid the student in their learning and development, rather than simply penalizing them for their errors Feedback can be seen as a guide to help leamers understand their level

‘and improve in line with expectations,

errors In acquiring a language, Iearers will inevitably make mistakes, evident in input that helps learners perceive and remember more knowledge "Feedback is an important component of the formative assessment process Formative assessment informs teachers and students about how students are doing relative (0 cl

ssroom leaming goals.” Brookhart declared (2008, p 1) Providing feedback is an integral aspect of the teaching proces

It involves furnishing students with information regarding th course performance or assignment performance Feedback informs students about their progress and areas that require improvement while guiding teachers on where to concentrate their efforts

Based on a synthesis of Chandrons (1988) from related studies, teachers gave CF problem is how Vietnamese teachers handle mistakes in learners' speaking products Are there rules, ctiteria for assessing competence, or mistakes to help learners improve their speaking st

s, oF communicate more effectively? The study will explore teachers’ understanding of Corrective feedback and how teachers exploit it to teaching Speaking in the classes

1.2 Research Aims

‘This study is carried out

— to explore the teachers’ understanding of Corrective Feedback in the Speaking classroom,

= to find out the teachers’ practices of Cortective Feedback in teaching Speaking

1.3 Research Questions

‘The thesis will addres the following questions:

| What are teachers’ understanding of Corrective Feedback in Speaking?

2, What are the teachers" Corrective Feedback practices in teaching Speaking?

‘The study consists of five chapters Beginning with the introduction chapter, the section showed the general circumstance of teaching and learning English at

‘were built up in this chapter The second chapter presented the theoretical review of continued to clarify the methodology used to conduct the data The researcher chose research procedure and the way to proc the figures were shown evidently The next chapter would examine the statistics after the survey, interviews, and observations

‘The teachers’ belief’ and practices in using corrective feedback to teach Speaking also signified The last chapter concluded and gave the overall picture of us ng corrective feedback in a speaking class The investigator extended the other regard, including the limitation of the study, the implication for education, and the suggestion for future research,

CHAPTER 2 LITERATURE REVIEW 2.1 The Concept of Speaking

2.1.1 What is Speaking?

Speaking skills involve a variety of segments such

\s producing phrases, sentences, pronunciation, sociolinguistics — discourse, and strategy

“This is the way to evaluate whether one person has mastered the language As Matin (2013) stated, a Ieamer’s fluency in speaking measures their proficiency in that language In Chastain's opinion (1988), speaking is an interactive process of meaning construction that includes producing, receiving, and processing information (Brown, the speaker and listener orally In other words, the main point ofthe speaking activity

is that speakers communicate their message tothe listeners Furthermore, in speaking some aspects should be considered An educational textbook integrates traditional

discourse features, and situational contexts (Boyer, 2003) According to Brown correctness and fluency are typically liked to such observations While he also states

speakers make choices of lexicon, structure, and discourse Speaking is the most crucial skill for efficient communication Humans can express their emotions and

request, talk, discuss, and show the various functions of language 2.1.2 The Characteristics of Speaking

Mazouzi (2013) asserts that learners’ activities should be designed based on

an equivalence between fluency and accuracy achievement Fluency and accuracy are essential features of the communicative approach “The first characteristic of speaking performance is fluency, and it is the main aim of teachers in teaching Almadi., 2017, p36) Hughes (2002) claims fluency is the capacity to talk clearly and (2000) judges that fTueney is the ability to answer coherently by connecting words

ss and intonation (as cited

learners should be able to use words and phrases correctly Furthermore, he argues that speak English accurately, learners should master phonological rules and know the

school, students are taught about grammar Teachers always focus on grammar and

‘vocabulary in English classes It can dine that accuracy is attached to particular importance to earning English students

In contrast to writing, fluency in speaking is more important than accuracy

‘When communicating, leamers always appreciate fluency because of the styles of

society, and in communication, the speaker can adjust (o suit each specific case Not

to mention, new vocabulary and slang words are created every day affecting accuracy

to some extent, Therefore, the communicator cannot control 100 percent accuracy Like a child's language formation, language learners acquire language by hearing and

\wrong initially, but they can correct those things independently with support and help evelopment and skills, In education, teacher feedback is vital to help Tearmers improve their levels,

2.1.3 The Difficulties in learning Speaking

‘The research of Hosni (2014) surveyed grade 5 students in Oman The data on

{his issue revealed linguistic difficulties, mother tongue use, and inhibition According to the other study, difficulties in speaking English students of the Kua

English Department of Syi University faced are pointed out by Hendra (2012) The routine matters during the process of learning and teaching speaking are:

‘© Students often have no idea about what they want to say

‘+ If they make mistakes, they feel shy, uncomfortable, and unconfident

‘+ Students are afraid of making errors in class because classmates will laugh,

at them,

and vocabulary are poor and confined

Jn 2018, research from one Vietnamese group showed difficulties for English

‘majored first-year students, Problems include internal and external factors The issues related to internal factors include needing more vocabulary to express ideas in

slish strategies The

speaking English and the limitation of communicating Ei

problems related to external factors are divided into four small groups: lecturers’

Jass English learning environment, and

teaching methods, teaching curriculum, in

cextra-curriculum activities The extra-curriculum activities are the most challenging Vietnamese to communicate after school rather than regularly practicing

are also limited, so they do not have the appropriate environment to practice speaking many problems with skills, including speaking skills Difficult is undeniable when found (Vo et al., 2018)

Ina recent survey of factors that affect learners’ speaking skills, the researcher identified two main groups: linguistic aspects and the learning environment (Tran, 2022) In the first group, vocabulary, grammar rules, pronunciation, and accent are

four linguistic factors that make learners not confident enough to communicate Learners admitted that they lacked knowledge of the language Therefore, they could not speak well In the second group of causes, the leading cause comes from negative teacher evaluations From the findings, teachers reacted to mistakes that learners faced negatively That is why corrective feedback plays a vital role in learners and the process of teaching and learning speaking skills

‘The new English curriculum (Ministry of Education and Training [MOET], 2018) states that 12 education grades are divided into 2 phases The first phase consists of grades 1 and 2; the second is from grades 3 t0 12 The teaching methods that are expected to be applied in the classroom are Total Physical Response (TPR),

Learning These are all new methods for the Vietnamese education system, as well

as for teachers Most of these methods focus on leamers and classroom activities It

‘means that learners have more opportunities to practice skills Based on the Common European Framework of Reference for Languages (CEFR), Vietnam also offers a Standardized Test of English Proficiency (VSTEP), divided into six levels from level will be allocated as shown in Table 2.1

‘Table 2.1 The English periods at schools

Levels of education Levels ‘Number of periods 1 week Primary school Level 4 periods Secondary school Lovel2 5 periods High school Level 3 3 periods

‘The requirements and goals of each level are raised, but the number of lessons

is reduced Time is not guaranteed for teachers and students to Tearn and operate

<uring school hours It is easy to see thatthe content of the new curriculum has been amount of time to do that

‘To summarize, the difficulties that learners face and encounter when learning English are a lack of voi Ibulary, inability to flexibly use grammar-sentence structure, shyness to speak, and influence from their mother tongue Thus, in the context of even recognize these limitations The problem is to improve the interaction between even a revolution, to solve them thoroughly On the contrary, the forcign language between teachers and students is very close Corrective feedback will bridge this

Moreover, learners always need accurate, timely guidance Therefore, teachers need skills classes and limit the above difficulties In addition, teachers must encourage expectations

+ Report: Leamers present their work, compare it with each other and receive

‘comments from classmates and teachers, The teacher has not yet directly corrected the student's error

~ The language-focus

+ Analysis: Leamers do language-focused tasks which the teacher prepares

‘Then, the teacher reviews the investigation results, maybe listing keywords on the whiteboard Students are permitted to take notes

+ Practice: The teacher conducts practice activities using repetition, memory

dc

challenge, Sentence completion, matching,

Harmer (2007) draws a diagram for teaching output skills (see Figure 2.1) It

is easy to see where the feedback is, Feedback is provided after the learner presents

2.2.1 The Definition of Feedback

Feedback is an essential element in the classroom that reflects the teaching and learning process Feedback can be provided flexibly Feedback is usually g summarize and make general comments Feedback isan information response, collecting,

ven to resulls to evaluate the original purpose, forming a cause-effect chain In education, learning results, or learning process In many cases, feedback is not only comments on leamers* performances but is also an encouragement that boosts their confidence,

‘Teachers ean give feedback, and learners can also be providers

‘As stated by Brookhart, “Feedback matches specific descriptions and suggestions with a particular student’s work.” (2008, p 1) Feedback gives students the information and suggestions they understand to improve their learning Learners

teacher isthe one who helps them to point out those things nd guides the learners to correct them, On the other hand, when learners reach a certain level and have

or errors, Hattie and Timperley (2007) propose a four-level feedback model, which includes feedback about the task, task processing, self-regulation, and student performance Feedback is built throughout the learning process, from the starting point 10 each hat is missing or wrong Bither way, directly or indirectly, feedback is expressed in many ways, but the aim is to ben: i Ianguage learners,

Hattie and Timperley considered feedback “one of the most powerful influences on learning” (2007, p 81) Leamers can receive positive and negative feedback in the teacher's learning process Winne and Butler (1994, p.5740) di

factors" simultaneously The cognitive element of good feedback is that it provides learning and what they should do next Most students gain control over their knowledge

‘good feedback will provide learmers with helpful information and comments to know teacher's desire, earners should achieve fluency or accuracy with which feedback is provided flexibly (Harmer, 2001)

2.2.2, The Corrective Feedback (CF)

Corrective feedback is also known as negative feedback or error correction, Feedback can be given in response (0 students’ oral or written work, with oral feedback occurring most frequently during interactions (Brookhart, 2008) Negative

grammatical rules Nassaji and Kartchava (2017) have combined points from previous educators and provided some highlights of corrective feedback and second language acquisition, From a cognitive aspect, corrective feedback is essential

2.2.3 The Techniques of Oral Corrective Feedback Lyster and Ranta (1997) form six negative feedback types: recast, elicitation, repetition, metalingustic feedback, explicit correction, and clarification requests The

metalinguistic feedback corresponding to input-providing or output-promoting feedback (Ellis, 2008)

In the speaking class, many situations need to be handled by the teacher, so based on the actual conditions in the classroom, there are the following types of feedback (see Table 2.2)

‘Table 2.2 The categories of corrective feedback (Sheen, 2011)

No ‘Types of CF Definition Example Didactic reeasts

Recast ———

Conversational

—

A partial or complete reformulation of the learner's incorrect statement that directs Tehappens ina situation where

js a failure of communication

‘The teacher doesn’t understand what the leaner thas said and reformulates what he/she expected,

S: She is read the office T: Reading S:How age? T: What? S: How age are you? T: How old am I? Explicit correction

“The teacher helps to point out cervors and correct them directly

“It's not X but Y", “You should say X°, We say X, not Y"

‘SiTin my room, T: We say, “I'm in my

Explicit correction with

‘metalinguistic

explanation The teacher provides the

correct form and explains the | T: reason cleatly S:Thave a apple

“Lhave an apple.” Because the word the vowel “a.” you should use “an.”

By saying “Sony?", “Pardon

what you just said,” the teacher wrong in the leamers utterance,

S: Everyone ae that news, T: Pardon me?

With emphatic stress, the teacher echoes the leamer's something is incorrect

ST learn English 4 years ago, T: *I learn English 4 years ago?”

Elicitation is a technique for

‘which the learner's specch is the error occurs,

SẺ At dpm yesterday, dinner

‘T: At 4pm yesterday,

my mother

‘The leamer is encouraged to correct it by himself, S: There are a Tot of

fridge T: You need to use a plural noun, Building on previous research, Sheen further analyzed and proposed seven types

of corrective feedback "Recast" is the most common method mentioned in most research papers Many educators also agree that recast is an effective technique that addresses explicit is a direct approach in which the teacher offers the corrective form to help

‘promoting that encourages learners’ self-check,

Understand the lesmers trance,

1 The teacher ea ing etontion to repeat the pase anderesees the err contains pirate which contaned the ro, but sop before the erorin oder o sc ho corecson +The teacher gies a short che tthe say a tor needs to be cvrected (ea Past trae” or Arle?)

1 The teacher proves form and stestes the conection, the corected

Kerr divides CF into two large groups, “(1) the kind of feedback given and (2) how implicit or explicit the guidance is” (2017, p 6) In the first technical group, leamers receive corrections directly from the teacher This means the teacher will learners receive corrections directly from the teacher (see

“igure 2.3),

In a recent report, Kerr (2020) slightly edited the feedback provided from indirect (0 di set (See Figure 2.4), However, the nature of the types of corrective feedback does not change He grouped them by properties so educators could easily

following two benefits Learners have less pressure to receive input and are more active in improving competence It is easy to see that learners are afraid and afraid t0 may feel uncomfortable, so students can implicitly understand that their product is problematic if teachers give suggestions, Conversely, learners will be more revise their products correctly Consequently, learners have better memorization ability However, that does not mean denying the effectiveness of direct corrective the feasible option is direct input (Ferris, 2002), Low-level learmers may misunderstand the teacher's signals, so the teacher must correct the error directly According to Harmer (2001), he analyzed several approaches corresponding

to the purpose of fluency and accuracy Accuracy focuses on linguistic errors such as Vocabulary, grammar, pronunciation, discourse, and other linguistic elements Fluency attends to the utterances’ content, which means the teacher will consider a breakdown in communication

Feedback for accuracy work, the error is shown in the following ways:

* Repeating

* Echoing

Statement and question

‘book, researchers delve deeper into corrective feedback, its characteristics, and how

Students

to give feedback effectively and successfully Teachers’ feedback stimulate

by letting them know how they are doing They suggest that feedback should be given cited in Sheen, 2011) Therefore, itis essential to have clear rules and eriteria for feedback to leamers

In the opinion of Lyster and Mori (2006), “teacher-student interaction has clearly pedagogical focus that relates not only to meaning but also to formal accuracy,

quality of expression, and literacy development (p 278)” Teacher nstantly expect, learners to perform more than what they think Although teachers prioritize fluency

in leamers’ speaking products, they still value accuracy in language usage when assessing Based on the input and output relationship during language’s

"Error treatment sequence’

Figure 2.3 Error treatment sequence The relationship between Corrective feedback and Speaking skills Inthe process of learning a foreign language, learners can make mistakes when creating products Brown (1994) stated, “human learning is fundamentally a process responded to by teachers to help learners improve their speaking skills Speaking is a modifying existing knowledge Due to the complexity of the language, learners

feedback on their mistakes, leamers are more likely to identify and correct ther errors effectively However, as per Chaudron's (1988) research, teachers tend to give engagement with the feedback Therefore, teachers need to provide regular and effectively Additionally, Lystor etal (2013) confirmed that “CF plays a pivotal role

in kind of scaffolding that teachers need to provide to individual learners to promote continuing L2 growth.” (p 1)

24, Teachers’ beliefs and practices

In teaching, each teacher is an essential factor in the classroom, Each teacher has different conceptions of teaching and sees it as a “magnetic needle” to orient the

thoughts and knowledge” about what they access to do, what they should do, and in beliefS, practices are activities that teachers will perform with learners in actual classrooms by applying prepared plans Thus, beliefs id prac ces have a connection with each other, and itis a reflection of the teaching and learning process, There are constructivism (Education, 2009) In terms of ditect transmission beliefs, teachers have straightforward problem-solving methods readily available in classroom situations It means the teacher is the key player who conveys information and knowledge to the learners Teachers build and control classroom activities On the will build leamer-centered learning activites, encouraging learners to partieipate in the learning process,

(Education, 2009, p.91)

Based on the TALIS diagram of Education (2009), teachers’ beliefs are formed from a background of teaching experience Teachers combine theory and practical experience to derive their own beliefs that they consider adequate for teaching and learning by students

2.5, The related studies

2.5.1 The Vietnamese studies

“The first is a high school research paper on teachers’ and students’ beliefs about corrective Feedback Most students confirmed that CF is vital in improving process, earners believe teachers should still correct them, As reported in Table 2.3 including communication problems, common mistakes, and highlights in each lesson,

In this research paper, two students also gave their views on CF through interviews

‘Students think lesson-related errors need! attention because they want to understand, the lesson’s content best

‘Table 2.3 Students’ beliefs about targets of oral corrective feedback (Ha &

so correcting mistakes that interfere with communication is necessary Many students, explain why common and uncommon errors should be corrected because they need

‘communication much, but it needs to be done right on a school test All 24 teachers participating in the survey agree that CF is beneficial in learning a foreign language

‘They also take turns explaining when itis appropriate to give feedback Depending teacher will choose a specific time to comment, One-third of teachers think that for ignored or made general comments Tater Some teachers suggest that one way is 10 leamers' abilities such as pronunciation, intonation, and fluency

‘Next, when asked about the source of received feedback, most students want

to correct or correct each other The teacher will act as a guide and support, not interesting that very few learners want their classmates to correct mistakes without feedback directly or indirectly Some pupils like to receive corrections from the making the same mistakes Some other students think they can correct themselves

after the teacher points out the error, ‘That way, they can remember longer Respectively there are two groups of comments from teachers Half of the

terviewed teachers stated that “teacher correction, self-correction, or peer correction was effective” (Ha & Nguyen, 2021, p 6) Each type of feedback has points out and corrects errors Moreover, learners also increase their self-study and

be er language acquisition On the other hand, the other half do not believe in the learners’ ability because they are too weak to correct themselves

‘Teachers! perception of corrective feedback in speaking teaching was conducted on more than 60 teachers in Soc Trang province Two educators used a than five years of teaching experience Tran and Nguyen (2020) found that most teachers agreed with the importance and nec ity of Oral CF in the classroom

However, nearly 90% of the participants said that students would instead receive teacher feedback than correct themselves Alternatively, they help each other, not do apply appropriate types of CF to motivate them Elicitation and Meta-linguistic Classification requests, Elicitation, and Explicit correction in word order in practice, Another research paper shows teachers’ beliefs and practices in primary schools in Vietnam Ha (2017) conducted teacher interviews and classroom

“observations to discover beliefS and practices He focused on three main categories: Linguistic targets of errors made by students, typ ' of oral CF provided by teachers, and the timing of CF The researcher categorized three types of grammar, vocabulary, and pronunciation errors for pupil

Iv aspects Minor errors related to the content are coded “other.” All teachers involved considered pronunciation errors the most habits Therefore, they need to pronounce it correctly, paying particular attention to because they are learning the primary curriculum, One teacher shared that learning

Vietnamese is influenced by their mother tongue so that students will face tries to correct the easy mistakes ofthe students In terms ofthe timing of CF, all six their utterances, the teacher provides comments This avoids the students dependence, affecting the learner's initiative, After comparing the beliefs and practices of si

3 teachers, there are points of congruer and incongruence Regarding consistene)

correction and peer correction Different from their opinion

\when being interviewed, teachers almost always gave suggestions and instructions to

‘correct mistakes for learners Even some teachers did not implement peer correction

in their lessons

An exploration by Ha et al, (2021) was conducted in four public secondary schools in Vietnam 250 students and 24 teachers participated in a study on oral corrective feedback in language teaching and learning Through questionnaires and beliefs of teachers and leamers Explicit correetions and metalinguistic are two types were effective and positively impacted In comparison, teachers want to provide feedback after listening to learners’ statements for fear of interrupting and affecting

the state of leamers Learners prefer to comment immediately when they say something wrong

Ha and Murray (2023) conducted the most recent case study at primary schools

in a province of Vietnam In the context of

inglish is a compulsory subject for students in grades three and above The goal is to develop language skills, but written comprehension A unique feature of the study paper is that all six participating through classroom attendance and semi-structured interviews As a result, Repetition

is the most favorite type of CF for teachers, with 4 out of 6 teachers choosing The second is Explicit correction, and Metalinguistic is the third preferred They believe easily If most teachers choose Recasts to respond to speech errors (Tran & Nguyen, 2020), this is the opposite of at least the latter All teachers agree that itis necessary

to correct pronunciation-related errors by the age of the learner They all focused on correcting correct errors and only correcting grammatical errors related to the I

‘There is a considerable disparity between the CFs offered in the actual classroom, Recasts comprise over half of the 6 CF categories, ine

ing 49.1% didaetic and only 2.3% conversational recasts, The second and third most frequently used positions are CCF, with only 2.39%, Teachers focus on vocabulary, grammar, and pronunciation Leamets receive almost all corrections from lexical errors, while errors related to

‘grammar and pronunciation are only corrected one-half ofthe total mistakes 2.5.2 The Foreign studies

Alkhammash and Gulnaz (2019) studied teachers’ perceptions of oral

corrective feedback The main participants of this study were $7 English majors 2.4, most lecturers determined that they or the learners’ peers should correet the students fix the inaccuracy According to Table 2.5, the value means of the two first

features are highest at 412 and 4.04, respectively Teachers offen repeat tasks to inerease ability to memorize and expect them to remember the lesson longer In addition, the interrupting In another research paper close to the educational context of Vietnam, conducted in schools in Indonesia, The three authors, Sa'adah, Nurkamto, and Suparno the three most common classroom corrective feedback categories,

‘Table 24 Taif University's EFL teachers’ beliefs about the use of Oral Corrective Feedback Techniques in their classrooms (Alkhammash & Gulnaz,

2% sl itisimporantio tesigus i coret “eames spoke as parlar 57 407 LB

3 hk tone EF a ively affect ther sel 7 304 124 com and consequent courage

them Tom speak

+ im extempore spe el students commit excessive “errs” 57 raking tasks (speaking 366 107 without preparation)

‘Table 2.5 Taif University’s EFL teachers’ general practices about the use of Oral Corrective Feedback Techniques in their classrooms (Alkhammash & Gulnaz, 2019, p.47)

No ‘Statements N Mean §D

‘8 _Trepeat the same spoken task more than once to enhanec lewmary comprehension and spoken S742 TÚI proficiency

{6 [give feedback tothe learners about their “errors” after they complete their spoken task ẤT 4M a7

7 Luse spoken “error correction” techniques with — S7 38 103

% [correct my EFL leamers language “ertos"on the spot 57 M 1H

9 Lindicate vo the leamers thatthe message has not ST 35 116

been understood and sometimes tll hem that

their utterances include some kinds of mistake

the incentive to motivate leamers positively Teachers believe CF encourages learners

‘and helps them confidently show their products,

In another Canadian study, the four researchers compared pedagogical beliefs

‘and teachers’ practices, Researchers used questionnaires to determine teachers’ beliefs about using CF and real-world class observations to assess teacher performance

(Kartchava et al., 2018) The results of the study bring out the highlights Teachers

feedback at the end of each lesson, In general, most teachers comment on correct students' mistakes Furthermore, nobody uses "prompt.” The study also shows manage time and decide to give comments at appropriate times Nearly 100 new feedback They worry about when to give feedback, whether it will affect the rhythm

2.6, The theoretical framework of the study

‘The study aims to notice how to deliver feedback for learners’ errors in teaching Speaking, via the beliefs and practices of teachers, Corrective feedback is

essentially considered in the progress of learning and teaching a language It is ä measure to evaluate the student's comprehension ‘Through the foundation of CE clavfication by Lyster and Ranta (1997), there are six main categories including clarification These types of CF were divided into (wo groups corresponding their features consisting of reformulations and prompts (Lyster & Ranta, 2007)

“The process of collecting, processing, and responding 10 learners’ output through speaking errors i reflected in three main groups, including the type of errors when feedback is provided The theory of Chaudron (1988) focused on the scope of errors that teachers give reflections to correct errors in linguistic aspects: phonological, morphological, syntactic, and lexieal items The researcher used simple purposes errors that were suitable for current teaching and learning circumstances Feedback on the error types when the learner produces a speech reflects the teacher's perception of the teaching or the knowledge goal, The time when CF is given also

shows the habits, methods, or intentions the teacher aims for with each specific methods to gain a general understanding of teachers in teaching and responding to review how teachers reply the learners’ performances, and the relationship between teachers" beliefs and practices of Corrective Feedback,

As stated by Kerr (2017), teachers have various approaches to reflect learners” errors based on the types of CE, and how implicit and explicit the reflection is The period when feedback is provided is also a key in acquisition,

‘The theoretical framework of the study is illustrated by the following figure

CHAPTER 3 METHODOLOGY 3.1, Methodology

‘The study is correlational research with the mixed-method approach to investigate the relationship between teachers’ perceptions and their practices in the existence of a relationship between two variables.” (Kumar, 2019, p 46) “The research methods to understand a phenomenon more fully” (Gay et al., 2011, p 483),

‘The quantitative method is the andard way {0 collect the responses from the participants, which follows a descriptive model to characterize the participants” awareness of CF The qualitative method will be used to gain other opinions from the understandings about how things are, why they are that way, and how the participants

in the context perceive them” (Gay et al., 2011, p 12) Teachers’ behavior of using,

CF are outlined in detail, The archer can expand and discover new things through participants’ ideas Both methods collaborate in the research process 3.2, Instruments

‘The study employed three primary sources: a survey, structured interview, and classroom observation A general explanation of the purpose is given orally to the teachers Corresponding to two research questions, each purpose uses instruments,

‘To find out teachers’ understandings: using questionnaires and interview questions The perception consists of participants’ backgrounds, beliefs, understanding of CF, and the plans to provide CF in the classes

To determine teacher's practices: interview questions, and observation sheets,

‘The research will explore the types of corrective feedback teachers use in teaching determine how the teachers effectively give corrective feedback

[A questionnaire is believed to be an effective way to help the researcher save much time by collecting many answers simultaneously and having a large amount of information quickly in a short time, The respondents would feel free to answer the {questions and provide opinions without worrying about privacy There is a writen list of statements and questions The questionnaire comprises three sections, A, B, and C, with open-ended and closed questions

Section A intends to gather the participants’ background teaching, including the two first questions The researcher is interested in the levels and the numbers of leamers It is believed that the characteristics of students influence the teachers’ decision when providing CF in teaching speaking

Sections B and C focus on teachers’ understanding and practices of CF Section B, from questions 3 t0 8, focuses on teachers’ awareness of CF, Section C addresses teachers" practices of CF in the classes It includes three groups of majors that the study focuses on: types of errors (question 9 to 16), timing of CF (question