Effectiveness of Indirect Corrective feedback in English writing at the Faculty of English, Hanoi National University of Education =Hiệu quả của chữa lỗi gián t

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KHÁNH EFFECTIVENESS OF INDIRECT CORRECTIVE FEEDBACK IN ENGLISH WRITING AT THE FACULTY OF ENGLISH, HANOI NATIONAL UNIVERSITY OF EDUCATION (HIỆU QUẢ CỦA CHỮA LỖI GIÁN TIẾP TRONG MÔN VIẾT TIẾNG ANH TẠI KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ KHÁNH EFFECTIVENESS OF INDIRECT CORRECTIVE FEEDBACK IN ENGLISH WRITING AT THE FACULTY OF ENGLISH, HANOI NATIONAL UNIVERSITY OF EDUCATION (HIỆU QUẢ CỦA CHỮA LỖI GIÁN TIẾP TRONG MÔN VIẾT TIẾNG ANH TẠI KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Nguyễn Thị Bách Thảo, M.A HANOI - 2013 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMEMTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF CHARTS ix PART A: INTRODUCTION 1 Rationale Aims of the study Scope of the study Method of the study Significance of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Process writing 1.1.1 An overview of process approach 1.1.2 Stages in a writing process 1.2 Corrective feedback 1.2.1 Definitions of corrective feedback 1.2.2 Types of corrective feedback to students’ writing 1.2.2.1 Self-assessment 1.2.2.2 Peer feedback 1.2.2.3 Teacher’s feedback 10 1.3 Teachers' corrective feedback strategies 11 1.4 Effectiveness of teacher’s indirect corrective feedback 13 iv 1.5 Students’ reactions and attitudes towards teachers’ indirect corrective feedback 14 2.1 Participants 17 2.2 Data collection instruments 18 2.2.1 Students’ writing analysis 18 2.2.2 Questionnaire 19 2.3 The procedure of data collection and analysis 20 3.1 Findings 21 3.1.1 Effectiveness of teacher’s indirect corrective feedback on students’ writing accuracy from students’ writing analysis 21 3.1.2 Students’ reactions and attitudes towards teacher’s indirect corrective feedback from survey questionnaires 23 3.2 Discussion 33 3.2.1 Effectiveness of teacher’s indirect corrective feedback to students’ writing accuracy from students’ writing analysis 33 3.2.2 Students’ reactions and attitudes towards teacher’s indirect corrective feedback from survey questionnaires 34 3.2.2.1 Students’ feeling about the use of indirect corrective feedback 34 3.2.2.2 Students’ difficulties when the teacher uses indirect corrective feedback in class 34 3.2.2.3 Effectiveness of teacher’s indirect corrective feedback on students’ attitudes towards writing 34 3.2.2.4 Students’ attitudes towards the value of teacher’s indirect corrective feedback 35 3.2.2.5 Students’ expectations for better use of teacher’s indirect corrective feedback 36 CHAPTER 4: RECOMMENDATIONS 37 4.1 Recommendations for the teachers 37 4.2 Recommendations for the students 38 PART C: CONCLUSION 40 Conclusion 40 v Limitations of the study 41 Suggestions for further study 41 REFERENCES 43 APPENDICES I Appendix I Survey Questionnaires for Students I vi LIST OF ABBREVIATIONS CF : Corrective Feedback CLT : Communicative Language Teaching ESL : English as a Second Language FOE : Faculty of English HNUE : Hanoi National University of Education vii LIST OF TABLES Table 1: Ellis’ table of feedback types (2009 p.98) 12 Table 2: Frequency of grammatical errors of experimental group and control group 21 Table 3: Effectiveness of Teacher’s indirect corrective feedback to students' attitudes towards writing 26 Table 4: The students’ perception about the effectiveness of teacher’s indirect corrective feedback on their writing accuracy 28 Table 5: Students’ sources to self-correct their grammatical errors 29 Table 6: The students’ progress in writing accuracy after weeks of the study 31 Table 7: Students’ suggestions for better use of teacher’s indirect corrective feedback 32 viii LIST OF CHARTS Chart 1: Students’ feeling about the use of indirect corrective feedback 23 Chart 2: Students’ difficulties when the teacher uses indirect corrective feedback in class 25 Chart 3: The suitability of teacher’s indirect corrective feedback to the students and their leaning style 27 Chart 4: Percentage of errors corrected by students after receiving teacher’s indirect corrective feedback 30 ix PART A: INTRODUCTION Rationale Nowadays, English is considered as an international language in the world with over 1,500 million speakers (Crystal, 2003) Recently, Communicative Language Teaching (CLT) has been widely used in Vietnam In such approach, students are taught four main skills: reading, listening, speaking and writing However, not many students like writing and are able to write well Le (2008), when investigating the teaching and learning English among high schools in Can Tho, found that only 6.9% of the Vietnamese students want to learn writing In my own teaching experience, it was found that most students in Faculty of English, Hanoi National University of Education have similar problems with their writing These problems are (1) they have a lot of grammatical errors in their writing, and (2) they have negative attitudes towards learning writing Thus, how to improve students’ writing as well as to change their attitudes towards writing activities has greatly attracted my attention Through a review of literature, although the effect of written corrective feedback is still controversial, numerous studies on the use of corrective feedback in writing classes have shown that corrective feedback including indirect feedback can be applied in writing classes to improve students’ writing accuracy (Liu, 2008; Kaweera, 2008; Ferris, 2000; Ferris et al., 2001) Beside teacher’s writing instructions, in many cases, teacher’s correction and comments can help to solve the problems of students’ writing accuracy and their attitudes towards writing In other words, teacher’s good feedback strategies may give students stimulation for revision and motivation to maintain their interest in writing In Vietnam, there has been some research on teacher’s written corrective feedback such as Le (2011) or Tran (2011) which focuses on the high school setting but none of the studies has investigated the effect of indirect corrective feedback on students’ writing in university setting For all the mentioned reasons, the researcher wishes to conduct a study entitled “Effectiveness of indirect corrective feedback in English writing at Faculty of English, Hanoi National University of Education” Aims of the study This current study aims at (1) examining the effectiveness of written indirect corrective feedback on improving writing accuracy of the second-year students at Faculty of English, Hanoi National University of Education (FOE, HNUE); (2) investigating the students’ attitudes towards the use of teacher’s indirect corrective feedback and (3) proposing some recommendations of the use of teacher’s written indirect corrective feedback in writing classes In short, the research paper aims to address the following questions: To what extent does indirect corrective feedback strategy have effects on secondyear students’ writing accuracy at Faculty of English, Hanoi National University of Education? How second-year students at Faculty of English, Hanoi National University of Education react to teacher’s indirect corrective feedback on their writing? What can be done to improve students’ writing by employing indirect corrective feedback? Scope of the study In fact, teacher’s corrective feedback can be given in both oral and written forms, directly and indirectly on students’ writing However, within the framework of a graduation paper, the researcher only focuses on the teacher’s written indirect corrective feedback ... accuracy of the second-year students at Faculty of English, Hanoi National University of Education (FOE, HNUE); (2) investigating the students’ attitudes towards the use of teacher’s indirect corrective. .. Faculty of English, Hanoi National University of Education? ?? Aims of the study This current study aims at (1) examining the effectiveness of written indirect corrective feedback on improving writing. .. second-year students at Faculty of English, Hanoi National University of Education react to teacher’s indirect corrective feedback on their writing? What can be done to improve students’ writing by