Những sự phù hợp và không phù hợp giữa những sở thích đối với phản hồi sửa lỗi của giáo viên và sinh viên tiếng anh như là một ngoại ngữ nghiên cứu ở một trường đại

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* LƯU THỊ HƯƠNG MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES: A STUDY AT A VIETNAMESE UNIVERSITY (Những phù hợp không phù hợp sở thích phản hồi sửa lỗi giáo viên sinh viên Tiếng Anh ngoại ngữ: Nghiên cứu trường đại học Việt Nam) M.A COMBINED PROGRAMME THESIS (TYPE II) Field: English Teaching Methodology Code: 8140231.01 Hanoi – 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ********************* LƯU THỊ HƯƠNG MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES: A STUDY AT A VIETNAMESE UNIVERSITY (Những phù hợp khơng phù hợp sở thích phản hồi sửa lỗi giáo viên sinh viên Tiếng Anh ngoại ngữ: Nghiên cứu trường đại học Việt Nam) M.A COMBINED PROGRAMME THESIS (TYPE II) Field: English Teaching Methodology Code: 8140231.01 Supervisor: Prof Dr Hoàng Văn Vân Hanoi – 2019 DECLARATION OF AUTHORSHIP I declare that this thesis and the work in it are my own and has been generated by me as the result of my own original research entitled “Matches and mismatches between EFL teachers’ and students’ preferences for corrective feedback in English speaking classes: A study at a Vietnamese university.” I confirm that: This work was done mainly while in candidature for a research degree at this university; Where I have consulted the published work of others, this is always clearly attributed; Where I have quoted from the work of others, the source is always given With the exception of such quotations, this thesis is entirely my own work; I have acknowledged all main sources of help; Either none of this work has been published before submission Hà Nội, 2019 Lưu Thị Hương ACKNOWLEDGEMENTS I would first like to thank my thesis supervisor Professor Vân Văn Hoàng of the Centre of Language Education Research, Linguistics and International Studies, VNU University of Languages and International Studies The door to Prof Hoang house was always open whenever I had a question about my research or writing He consistently allowed this paper to be my own work and offered me valuable feedback and suggestions I thank all of teachers and students in Faculty of Foreign Languages, Hanoi Pedagogical University for their contribution to this study I must express my very profound gratitude to my parents for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis This accomplishment would not have been completed without them Author Lưu Thị Hương ABSTRACT This study aimed at examining teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at Hanoi Pedagogical University 2, Vietnam The matches or mismatches between teachers’ and students’ preferences for oral corrective feedback are the emphases for this investigation For these purposes, observations, two parallel questionnaires adapted from Katayama (2007) and Smith (2010) and in-depth follow-up interviews were used to gather quantitative and qualitative data from teachers and students Multiple findings pertaining to each research question were revealed Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur Pedagogical implications of the study are discussed TABLE OF CONTENTS DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS .iv LIST OF TABLES AND FIGURES .vii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Significance of the study .2 1.3 Scope of the study 1.4 Purpose of the study .3 1.5 Method of the study 1.6 Key terms and definitions 1.7 Structure of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 Theoretical background .7 2.1.1 Language errors 2.1.2 Corrective feedback 12 2.1.3 Oral corrective feedback 15 2.2 Literature review of related studies 19 2.2.1 The studies on teachers and students’ preferences for oral corrective feedback 20 2.2.2 The studies on the relationship between teachers’ practices and students’ preferences for oral corrective feedback 24 2.3 Summary 27 CHAPTER 3: METHODOLOGY .28 3.1 Conceptual framework .28 3.2 Research method 29 3.2.1 Research design 29 3.2.2 Research setting 30 3.2.3 Research sample .31 3.3 Research instruments 35 3.3.1 Class observation 35 3.3.2 Questionnaires for teachers and students .36 3.3.2 Semi-structured interview with students and teachers 37 3.4 Procedure .38 3.5 Data analysis 40 3.5.1 Quantitative data analysis .40 3.5.2 Qualitative data analysis 41 3.6 Summary .42 CHAPTER 4: FINDINGS AND DISCUSSION 43 4.1 Findings 43 4.1.1 Oral corrective feedback strategies used by teachers in actual classrooms 43 4.1.2 Students’ and teachers’ preferred types of corrective feedback in EFL speaking classrooms 45 4.1.3 Matches and mismatches between teachers’ and students’ preferences for oral corrective feedback 48 4.1.4 Reasons why students and teachers prefer certain types of corrective feedback 51 4.1.5 Other findings 58 4.2 Discussion 59 4.3 Summary 62 CHAPTER 5: CONCLUSION .63 5.1 Recapitulation of the main ideas .63 5.2 Pedagogical implications for teaching and learning process 64 5.3 Limitations of the study 66 5.4 Recommendations for further work 67 REFERENCES 68 APPENDICES I APPENDIX A: I APPENDIX B .III APPENDIX C .IX APPENDIX D XV APPENDIX E XVIII LIST OF TABLES AND FIGURES TABLES Table Teachers’ information and schedules 32 Table Backgrounds of the interviewed students 34 Table Oral corrective feedback codes and item position in the questionnaires 40 Table Frequency of oral corrective feedback in actual class hours .43 Table Teacher’s preferences for types of oral corrective feedback .45 Table Students’ preferences for types of oral corrective feedback 47 Table Students’ preferences for types of oral corrective feedback (SPSS result) .47 Table Students’ and teachers’ preferences for corrective feedback .49 FIGURES Figure Qualitative data analysis procedure 41 Figure Students’ and teachers’ preferences for oral corrective feedback 50 LIST OF ABBREVIATIONS EFL English as a Foreign Language FFL Faculty of Foreign Languages HPU2 Hanoi Pedagogical University ELT English Language Teaching EL English Linguistics NCF No corrective feedback REP Repetition EF Explicit feedback EL Elicitation CR Clarification request MF Metalinguistic feedback RC Recast PS Paralinguistic signal APPENDICES APPENDIX A: CLASSROOM OBSERVATION SHEET ON TEACHERS’ ORAL CORRECTIVE FEEDBACK General information Observer: Lưu Thị Hương Instructor: Date of observation: Year level: Class: Number of boys: Number of girls: Start time: Finish time: Lesson topic: CLASSROOM OBSERVATION TALLY SHEET Feedback strategies Teacher says nothing Repetition: The emphasizes the Tallies teacher student’s grammatical error by changing his/her tone of voice Explicit feedback: The teacher gives the correct form to the student with a grammatical explanation Elicitation: The teacher asks the student to correct and complete Total the sentence Clarification request: The teacher does not give corrective feedback on the student’s errors Metalinguistic feedback: The teacher gives a hint or a clue without specifically pointing out the mistake Recast: The teacher repeats the student’s utterance in the correct form without pointing out the student’s error Paralinguistic signal: Teacher rises eyebrows to tell that the student has made error and is expected to self-correct Details Coding scheme: T: Teacher S: Student No Example of Teacher’s response students’ errors Types of oral corrective feedback APPENDIX B: TRANSCRIPTS OF ORAL CORRECTIVE FEEDBACK FROM CLASSROOM OBSERVATIONS Student: S Teacher: T I CLARIFICATION REQUEST S: I love work with numbers T: Sorry? S: The biggest problem is polluted T: What? S: You have to saving water T: Sorry, you say what? S: I enjoy study English a lot; I find them very interesting T: Excuse me? S: She is an good laugh T: What did you say? S: There are may pollution in my hometown T: Sorry? S: Salary plays a important role in choosing a job T: What? You say a important? S: Noone has ever rob me T: What? S: Money is the most important things in life T: Sorry? 10 S: There are a lot of industrial T: Sorry? 11 S: The people are friendly and warm heart T: What? 12 S: I have heard a lot of about … T: Sorry? 13 S: Money can’t makes you happy but doing a job you like can T: Sorry? 14 S: I usually using papers instead of plastics T: Pardon me? 15 S: I visited to some places such as … T: What? 16 S: There is many animals there T: Sorry? II RECAST S: My dream is become a good teacher T: Ah, my dream is TO become a good teacher S: How many kilo of waste we throw into rivers? T: How many kilos of waste we throw into rivers? S: You have to dress professionly T: Professionally S: Salary is important in choose a job T: Choosing S: … because I love children They are cute /kjuː/ T: cute /kjuːt/ S: Working at home give us many benefit T: Benefits S: I agree that exam are waste of time T: You have to say: I agree that examS are waste of time S: University should free for all T: should be S: Government is responsible to ban smoking in public place T: responsible FOR 10 S: Government should reducing the use of private vehicles T: Should reduce 11 S: Government should reducing the use of private vehicles /ˈvaiːhɪkl/ T: vehicles /ˈviːhɪkl/ 12 S: Working at home give us many benefits T: Brings us 13 S: Teachers have to be knowledge and friendly T: Knowledgeable 14 S: Using buses are a good idea to protect environment T: Is 15 S: Happiness come from many little things T: Comes III REPETITION S: There are several factors are important in achieving happiness T: There are several factors that are important in achieving happiness S: He take part in… after that… T: He takes? S: I live in a dorm with two boy They are teachers T: Two boys? S: She is an good laugh T: She is a? S: Working as a private tutor is very good to students T: Good for? S: The main social problem in Vietnam is drunken T: Drunkenness? S: I total agree with him T: Totally? S: I think we should cut down on the using of plastic bags T: You mean the use of? S: Using cameras can threat people’s private T: Threaten? 10 S: I go there one time a month T: Once a month? IV META-LINGUISTIC FEEDBACK S: Government is responsible to ban smoking in public place T: Remember to add “ing” when the verbs go after a preposition S: Government is responsible to ban smoking in public place T: Place should be in plural form S: The light is invented by Thomas Edison T: You have to use past simple tense in this sentence T: What is your dream job? S: Your dream job is a teacher T: I am asking you, so you have to use the first personal pronoun S: I think using CCTV cameras to cover all the town is a good ideas T: You have to use singular form for idea because it is only one S: A lot of food in restaurants is / are thrown away every day T: Food is uncountable so you have to S: I know him for seven years T: When we are talking about the action that happened in the past and lasts … which tense we use? S: The number of buses on our roads have increased each year T: We use a plural noun but a singular verb after the number of V ELICITATION S: I work as a waiter on a restaurant T: Can you say that again? S: You need a great deal of knowledges to become a doctor T: Can you say that again? S: It is a invasion of privacy T: It is… S: He is work at a factory T: At the moment, he… S: I feel confused when … T: At that time, you … S: Recycle is one of the best ways to save the Earth T: The best way to save the Earth is… VI EXPLICIT FEEDBACK S: My favourite teacher is Lam He teach English T: Teach is used for the first pronoun In this case you have to use “teaches” S: I think that we should all doing as much as we can to improve our environment T: After should, you have to use an auxiliary S: I often washing clothes, clean floor, wash dishes T: In this case you have to use auxiliary S: It was my grandmother first taught me about art T: You have to use relative noun to form correct sentence S: I watch much sports programs T: Program is countable noun You must use many here VII PARALINGUISTIC SIGNAL T: Who is your favourite film star? S: First love T: *nodding head* APPENDIX C: QUESTIONNAIRE ON STUDENTS’ PREFERENCES TOWARDS TYPES OF ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASSROOMS The purpose of this study is to investigate the preferences of teachers and students at Faculty of Foreign Languages at Hanoi Pedagogical University about error correction The information gathered will be used for research on corrective feedback in language classrooms with a view to finding out the matches and mismatches to adjust it during learning and teaching process There are no risks or benefits to you from participating in this research Thank you very much A: DEMOGRAPHY Gender: Male Female Age: ………………………………………………………………………… Email: ……………………………………………………………………… Hometown: ………………………………………………………………… How long have you been learning English? Less than 10 years More than 10 years Major: Tick ✓your major English Linguistics English Language Teaching Year: Tick ✓your course K41 K42 K43 K44 Please tick ✓the information that applies to you Make sure to mark only one B: How you rate each type of spoken error correction below? = Very ineffective = Effective = Ineffective = Very Effective = Neutral Teacher: What is he talking about? Student: He talks about his garden No Teacher says nothing He talks? (Repetition: The teacher emphasizes the student’s grammatical error by changing his/her tone of voice.) 10 Talks is the simple present tense In this case you need to use the continuous present tense (Explicit feedback: The teacher gives the correct form to the student with a grammatical explanation.) 11 At the moment, he … (Elicitation: The teacher asks the student to correct and complete the sentence.) 12 Excuse me? (Clarification request: The teacher does not give corrective feedback on the student’s errors.) 13 When we are speaking about something that happens right now which tense we use? (Metalinguistic feedback: The teacher gives a hint or a clue without specifically pointing out the mistake.) 14 He is talking about his garden (Recast: The teacher repeats the student’s utterance in the correct form without pointing out the student’s error.) 15 Teacher rises eyebrows to tell that the student has made error and is expected to self-correct (Paralinguistic signal) VIETNAMESE VERSION: BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN VỀ PHẢN HỒI CHỮA LỖI TRONG LỚP HỌC NÓI TIẾNG ANH Phiếu điều tra lấy ý kiến sinh viên khoa Ngoại ngữ Trường Đại học Sư phạm Hà Nội phản hồi chữa lỗi lớp học nói tiếng Anh Những ý kiến đóng góp bạn có giá trị q trình nghiên cứu phản hồi chữa lỗi giáo viên sinh viên qua chúng tơi tìm điểm chưa thật phù hợp có điều hỉnh hợp lý q trình giảng dạy Các thơng tin bạn giữ bí mật phục vụ mục đích nghiên cứu Xin chân thành cảm ơn A: Khảo sát người học Giới tính: Nam Nữ Tuổi: ………………………………………………………………………… Email: ……………………………………………………………………… Quê quán: …………………………………………………………………… Em học tiếng Anh năm rồi: 10 năm nhiều 10 năm Ngành học: Đánh dấu ✓vào ngành học tương ứng em Ngôn ngữ Anh Sư phạm tiếng Anh Khoá học: Đánh dấu ✓vào khoá tương ứng em K41 K42 K43 K44 B: Em đưa quan điểm hiệu loại phản hồi chữa lỗi học tiếng Anh giáo viên cách đánh dấu ✓ vào số tương ứng = Hồn tồn khơng hiệu = Hiệu = Không hiệu = Hoàn toàn hiệu = Trung lập Teacher: What is he talking about? Student: He talks about his garden ST 10 T Giáo viên khơng đưa phản hồi He talks? (Giáo viên nhấn mạnh vào lỗi học sinh cách thay đổi tông giọng.) 10 Talks is the simple present tense In this case you need to use the continuous present tense (Giáo viên đưa đáp án giải thích cụ thể.) 11 At the moment, he (Giáo viên yêu cầu học sinh tự sửa lỗi hoàn thành câu.) 12 Excuse me? (Giáo viên không sửa lỗi học sinh mắc lỗi) 13 When we are speaking about something that happens right now which tense we use? (Giáo viên đưa gợi ý để giúp học sinh tự sửa lỗi.) 14 He is talking about his garden (Giáo viên đưa đáp án mà không lỗi.) 15 Giáo viên đưa hành động, cử để học sinh tự nhận lỗi 11 APPENDIX D: QUESTIONNAIRE ON TEACHERS’ PREFERENCES TOWARDS TYPES OF ORAL CORRECTIVE FEEDBACK IN SPEAKING CLASSROOMS Data collected from this survey will be used for completion of a master’s degree in Teaching English Methodology at University of Languages and International Studies The information gathered will be used for research on corrective feedback in language classrooms The purpose of this study is to investigate the preferences of teachers and students about error correction There are no risks or benefits to you from participating in this research.You can choose to put your name on this questionnaire or not A: DEMOGRAPHY Gender: ……………………………………………………………………… Age: ………………………………………………………………………… Email: ……………………………………………………………………… Hometown: ………………………………………………………………… How long have you been teaching English? less than years 5-10 years more than 10 years 12 Tick ✓to the box that indicates the course you are teaching K41 K42 K43 K44 Please tick ✓the information that applies to you Make sure to mark only one B: How you rate each type of spoken error correction below? = Very Uneffective = Effective = Uneffective = Very Effective = Neutral Teacher: What is he talking about? Student: He talks about his garden ST T Teacher says nothing He talks? (Repetition: The teacher emphasizes the student’s grammatical error by changing his/her tone of voice.) Talks is the simple present tense In this case you need to use the continuous present tense (Explicit feedback: The teacher gives the correct form to the student with a grammatical explanation.) 13 10 At the moment, he … (Elicitation: The teacher asks the student to correct and complete the sentence.) 11 Excuse me? (Clarification request: The teacher does not give corrective feedback on the student’s errors.) 12 When we are speaking about something that happens right now which tense (Metalinguistic we use? feedback: The teacher gives a hint or a clue without specifically pointing out the mistake.) 13 He is talking about his garden (Recast: The teacher repeats the student’s utterance in the correct form without pointing out the student’s error.) 14 Teacher rises eyebrows to tell that the student has made error and is expected to self-correct (Paralinguistic signal) 14 APPENDIX E: GUIDING QUESTIONS FOR SEMI-STRUCTURED INTERVIEWS A Teachers How often you use oral error corrective feedback in your speaking classrooms? From the observations, I noticed that ………… were frequently used Can you explain it? From the observations, I noticed that ………… were hardly used Can you explain it? B Students How you feel when oral error corrective feedback is given by the lecturer? Which types of corrective feedback you most prefer? What’s the reason for your preference? Which is your least preferred type? Why? 15 ... CLASSES: A STUDY AT A VIETNAMESE UNIVERSITY (Những phù hợp không phù hợp sở thích phản hồi sửa lỗi giáo viên sinh viên Tiếng Anh ngoại ngữ: Nghiên cứu trường đại học Việt Nam) M.A COMBINED PROGRAMME