AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SKILL IMPROVEMENT FOR THE THIRDYEAR STUDENTS AT PEOPLE’S POLICE COLLEGE I

MINISTRY OF EDUCATION AND TRAININGHANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY HỨA MINH HẢI AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SK

MINISTRY OF EDUCATION AND TRAINING

HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

HỨA MINH HẢI

AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SKILL IMPROVEMENT FOR THE THIRD-YEAR STUDENTS AT PEOPLE’S POLICE COLLEGE I

MA THESIS IN ENGLISH LINGUISTICS

HANOI, 2018

MINISTRY OF EDUCATION AND TRAINING

HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

HỨA MINH HẢI

AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SKILL IMPROVEMENT FOR THE THIRD-YEAR

STUDENTS AT PEOPLE’S POLICE COLLEGE I

Field: English Languistics Code: 60.22.02.01 Supervisor: Đặng Nguyên Giang, Ph.D

HANOI, 2018

CHAPPTER I: INTRODUCTION

1.1 Rationale

- The language errors play an important role in language learning and in assessing learners’ performance

- Students’ speaking errors should be paid attention

carefully and seriously by the teachers of English

- The importance of teachers’ feedback for students’

errors in their learning success and achievement

- The practical hypothesis at PPC I that the application of teachers’ feedback strategies affects students’

speaking competence to some extent

• 1.2 aims and objectives of the study

- improve the third-year students’ English

speaking skill at PPC I

- Exploring the teachers’ beliefs and their

application of feedback strategies to the third- year students’ speaking errors

- Investigating the third-year students’ attitudes towards the teachers’ application of speaking error feedback strategies

1.3 Research question

- What are the teachers’ beliefs and their feedback strategies applied to the students’ speaking errors at PPC I?

- What are the third-year students’ attitudes

towards the teachers’ speaking error feedback

strategies?

1.4 Scope of the study

-third- year students in three classes at People’s

Police College I, Hanoi

1.5 Research Methods

- The data will be collected via questionnaires, class

observations and interviews.

1.6 Significance of the Study

- Enhance students’ learning success and achievement

- Provide teachers of English with a number of useful pedagogical implications in terms of feedback

- help enhance students’ speaking performance

• 1.7 Structure of the Study

• The thesis is composed of five chapters: (Introduction, Literature Review, Methodology, Findings and

Discussions, Conclusion)

CHAPTER 2: LITERATURE REVIEW 2.1 Communicative Language Competence and

Second Language Acquisition

- To help students achieve communicative

competence

- Deals with how the learner is influenced in a

social context and how he reacts in various social environments

2.2 Language Errors

-helps make clear about error in second language

learning process

- help students understand that errors are a natural part of language learning process

2.3 Feedback Strategies

- Feedback defined

- The Importance of Feedback

- Teachers’ Beliefs in Feedback

- Students’ Attitudes towards Feedback

2.4 Speaking Errors

- Speaking Errors Defined

- Speaking Errors Classified

2.5 Feedback Strategies for Speaking Errors

- Types of Feedback Strategies for Speaking

Errors

- The Selection of Errors to Give Feedback

- The Selection of People Giving Correction

(Teacher- Correction, Peer- Correction,and Self-

Correction.)

2.6 Previous Studies on Feedback Strategies for Students’ Speaking Errors

- The types of feedback strategies were made use

of in the real teaching and they led to different

effects

CHAPTER 3: METHODOLOGY

- Setting of the Study

- Research Design

- Participants

- Data Collection Instruments

- Questionnaires for the Teachers

- Questionnaires for the Students

- Semi-Structured Interviews with the Teachers

- Class Observation

- Data Collection and Analysis Procedures

CHAPTER 4: FINDINGS AND DISCUSSIONS 4.1 Research Question 1: Teachers’ Beliefs and

their Application of Speaking Error Feedback

Strategies

4.1.1 Teachers’ Beliefs in Feedback

4.1.1.1 Results from Teachers’ Questionnaire

- collecting and analysing teachers’ beliefs on

feedback strategies for students’ speaking errors are necessary and helpful because their beliefs will have much influence on their use of feedback in the

classroom settings

4.1.2 Teachers’ Application of Feedback Strategies

4.1.2.1 Results from Teachers’ Questionnaire

- Chart 4.1 Types of Errors Teachers Give Feedback

for Individuals and for the Whole Class

- Chart 4.2 Characteristics of Errors for Teachers to Give Feedback

- Chart 4.3 Teachers’ Frequency of Giving Feedback

- Chart 4.4 Time of Giving Feedback for Individual and

the Whole Class

- Chart 4.5 Types of Feedback from Teachers’

Questionnaire

- Chart 4.6 Error Corrector for Individual and the Whole

Class

4.1.2.2 Results from Teachers’ Interviews

- Chart 4.7 Time of Giving Feedback from Class

Observation

- Chart 4.8 Teachers’ use of Feedback Types from Class Observation

- Chart 4.9 The Selection of Correctors from Class

Observation

4.2 Research Question 2: Students’ Attitudes towards Teachers’ Speaking Errors Feedback Strategies

4.2.1 Results from Students’ Questionnaire.

- Table 4.2 Questionaire for Students Receiving

Individual Feedback.

- Table 4.3 Questionnaire for Students Receiving

Feedback for the Whole Class

4.3 Summary

- Both teachers and students show awareness about the necessity of the feedback for students

speaking errors and students express the need for more error correction

CHAPTER 5: CONCLUSION 5.1 Recapitulation

- Aware that all of these intruments are applied to achieve the objectives of the study

- data collection and data analysis procedure are fully presented with 6 steps with Appendix A,

Appendix B, Appendix C, Appendix D and

Appendix E

5.2 Concluding Remarks

- Teachers’ deep awareness about the importance

of feedback in language teaching and learning

- apply feedback types that help students

self-correct, they took advantage of explicit correction and recasts

- students show more satisfaction than those who received feedback for the whole class

5.3 Pedagogical Implications

- choose the suitable feedback types so that their feedback process is carried out effectively

- teachers balance between feedback time and

teaching time so that students can have as much time to practice and improve themselves

5.4 Limitations and Suggestions for Further

Studies

- The factors of teachers’ age, gender, experience and students’ age, gender, proficiency, anxiety may affect the results of the study to some extent

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