Using indirect coded feedback to enhance efl writing skills for the 11th graders at can giuoc high school in long an province

i RETENTION AND USE OF THE THESIS -  I hereby state that, I, La Thi Hong Phan, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’s Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research, in accordance with the normal conditions established by the Library for care, loan, or reproduction of thesis Ho Chi Minh City, December, 2019 La Thi Hong Phan ii ACKNOWLEDGEMENTS This thesis could never have been finished without the helpful support of those to whom I would like to express my grateful thanks First of all, I would like to express my sincerest gratitude to Dr Dang tan Tin, my thesis supervisor, who oriented my thesis in a right way, corrected my mistakes constructively and encouraged me with comprehensive guidance as well as solemn criticism throughout the time I did my thesis My special thanks are reserved for my MTESOL classmates, who shared the happiness and difficulties with me in different courses I will hardly forget the memories and funny pictures that we all took together I am also grateful to the high school managing board, the English teaching staff and all the 11th graders in the academic year of 2018 – 2019 at Can Giuoc high school in Long An province, whose willingness, enthusiasm, and encouragement supported me so much I would like to express my gratitude to my dearest friend Nguyen Thi Kim Thuy Thanks for her presence, enthusiastic encouragement and honest advice which helps me overcome difficulties on the way of doing thesis Last but not least, I owe a debt of gratitude to my parents, my relatives and especially my little daughter who always stayed by my side and gave me both material and spiritual support in order that I could stand firm in the face of difficulties and overcome them to see a positively brighter future iii ABSTRACT Teaching writing with indirect coded feedback for high school students in order to help them develop their long-term writing skills is the main concern of this thesis Exploring the experiment with the application of direct written feedback and indirect coded feedback in two classes, collecting students’ attitudes for data analysis, and finding out the ways to improve the teaching of writing skills for language teachers are what the thesis aims at The study is an explanatory and exploratory one with the assistance of quantitative figures The study was conducted on 70 high school students of grade 11 at Can Giuoc high school in Can Giuoc district, Long An province The participants were divided into two groups named the experimental and control group The experimental group was taught with indirect coded feedback whereas the control group was taught with direct written feedback during eighteen weeks During the training course, both groups took the same pre-test, post-test and practice tests of writing and then the experimental group answered the questionnaire regarding their attitudes towards the application of direct coded feedback in their writing class The result reveals that the teachers and students successfully applied indirect coded feedback in their writing class regardless of some difficulties that they encountered during the training process such as the lack of time for students’ practice and the small scale of participants Additionally, students in experimental group showed positive attitudes towards the effectiveness of indirect coded feedback on their writing skills Based on the findings coming from the real factors of both teachers and students, suggestions are made to provide some kind of references to contribute to the improvement of teaching writing skills in Can Giuoc high school in particular and in other high schools in general Keywords: indirect coded feedback, EFL writing skills, grade 11 students iv TÓM TẮT Dạy kĩ viết sử dụng phương pháp sửa lỗi gián tiếp kí hiệu cho học sinh phổ thơng để giúp học sinh phát triển kĩ viết lâu dài vấn đề quan tâm nghiên cứu Nghiên cứu kiểm tra mà áp dụng phương pháp sửa lỗi gián tiếp hai lớp thực nghiệm, sưu tầm quan điểm học sinh trình học tỉm cách để nâng cao việc dạy kĩ viết cho giáo viên tiếng Anh mục tiêu nghiên cứu Bài nghiên cứu q trình giải thích tìm hiểu với trợ giúp số liệu thực tế Bài nghiên cứu vận dụng kiểm tra bảng câu hỏi với tham gia 70 học sinh hai lớp trường THPT Cần Giuộc Học sinh chia thành hai nhóm, nhóm dạy với phương pháp sửa lỗi trực tiếp nhóm đực dạy với phương pháp sửa lỗi gián tiếp kí hiệu Trong suốt 18 tuần q trình thực nghiệm, hai nhóm làm kiểm tra đầu khóa, kiểm tra cuối khóa luyện tập để đánh giá tiến hai nhóm Trước học sinh làm kiểm tra cuối khóa, học sinh nhóm thực nghiệm trả lời bảng câu hỏi để thể thái độ học sinh với trình dạy với phương pháp sửa lỗi gián tiếp Kết thể giáo viên học sinh áp dụng thành công phương pháp sửa lỗi gián tiếp viết số khó khăn họ gặp phải trình nghiên cứu hạn chế thời gian cho học sinh luyện tập số lượng học sinh tham gia nghiên cứu Tuy nhiên, dạy với phương pháp sửa lỗi gián tiếp, học sinh thể tiến khả viết họ học sinh dạy với phương pháp truyền thống Dựa tìm thấy rút từ yếu tố thực tế giáo viên học sinh, gợi ý thực nhằm cung cấp tài liệu tham khảo đóng góp vào nâng cao việc dạy học kĩ viết cho giáo viên trường THPT Cần Giuộc nói riêng trường phổ thơng nói chung v TABLE OF CONTENTS RETENTION AND USE OF THE THESIS i ACKOWLEDGEMENTS ii ABSTRACT iii TÓM TẮT iv TABLE OF CONTENTS v LIST OF TABLES x LIST OF FIGURES xi ABBREVIATIONS xi Chapter One: INTRODUCTION 1.1 Rationales of the study 1.2 The purposes of the study 1.3 The research questions 1.4 Significance of the study 1.5 Organization of the thesis 1.6 Summary of the chapter Chapter 2: LITERATURE REVIEW 2.1 Writing skills 2.1.1 Definition of writing skills 2.1.2 The importance of writing skills 2.1.3 Criteria for enhancing students’ writing skills 2.2 Corrective feedback 11 2.2.1 Definition of corrective feedback 11 2.2.2 The importance of corrective feedback 11 2.2.3 Types of corrective feedback 13 2.2.4 Sources of corrective feedback 15 vi 2.3 Indirect coded feedback 17 2.3.1 Definition of indirect coded feedback 18 2.3.2 The importance of indirect coded feedback in writing 18 2.3.3 The effects of indirect coded feedback on writing improvement 19 2.3.4 Learners’ attitudes towards the application of indirect coded feedback on their writing assignments 20 2.4 Previous studies 23 2.4.1 Overview 23 2.4.2 Research gap 26 2.5 Summary of the chapter 27 Chapter 3: METHODOLOGY 28 3.1 Research questions 28 3.2 Research site 28 3.3 Background of the study 29 3.3.1 The school 29 3.3.2 The teaching staff 29 3.3.3 The curriculum and syllabus 30 3.3.4 The tests and the students 30 3.4 Participants 31 3.5 Materials 32 3.6 Training procedure for both control and experimental groups 34 3.6.1 Teaching plan for control group 34 3.6.2 Teaching plan for experimental group 36 3.7 Data collection instruments 37 3.7.1 The tests 37 3.7.2 The questionnaire 39 3.8 Data collection 42 3.9 Data analysis procedure 45 3.9.1 Pre-test and post-test 46 3.9.2 Questionnaire 47 3.10 Validity and reliability 47 vii 3.10.1 Establishing the validity 48 3.10.2 Ascertaining the reliability 48 3.11 Summary of the chapter 49 Chapter 4: RESULTS AND DISCUSSIONS 50 4.1 The results of the tests and the questionnaire 50 4.1.1 The tests’ results 50 4.1.2 Questionnaire’s results 57 4.2 Discussions 68 4.2.1 Findings on the improvement of students’ writing skills 69 4.2.2 Findings on students’ positive reflections on the application of indirect coded feedback 71 4.2.3 My writing lesson plan integrated with indirect coded feedback 73 4.3 Summary of the chapter 78 Chapter 5: CONCLUSION 79 5.1 Important conclusions 79 5.2 Limitations of the study 80 5.3 Suggestions 80 5.3.1 Suggestions for administrators at Can Giuoc high school 80 5.3.2 Suggestions for language teachers 81 5.3.3 Suggestions for students 83 5.3.4 Suggestions for further research 83 5.4 Summary of the chapter 84 REFERENCE 85 APPENDIX 92 APPENDIX A: Error correction categories 92 APPENDIX B: Writing topics for both CG and EG 95 APPENDIX C: Lesson plan for teaching CG 97 APPENDIX D: Lesson plan for teaching EG 102 APPENDIX E: Students’ score report for CG 107 Appendix F: Students' score report for EG 108 APPENDIX G: The score report of students in EG on pre-test 109 viii APPENDIX H: The score report of students in EG on post-test 111 APPENDIX I: The score report of students in EG on practise tests 113 APPENDIX J: The score report of students in CG on pre-test 115 APPENDIX K: The score report of students in CG on post-test 117 APPENDIX L: The score report of students in CG on practise tests 119 APPENDIX M: Students’ questionnaire 121 APPENDIX N: Students’ questionnaire – Vietnamese version 124 APPENDIX O: Writing rubrics for marking students’ paper 128 APPENDIX P: Table of contents for teaching writing 133 APPENDIX Q: Pre-test 134 APPENDIX R: Practise test 135 APPENDIX S: Practise test 136 APPENDIX T: Practise test 137 APPENDIX U: Practise test 138 APPENDIX V: Post-test 139 APPENDIX W: Frequency of students’ attitudes towards learning with indirect coded feedback 140 APPENDIX X: The mean score of EG in each criterion in pre-test and post-test 151 ix LIST OF TABLES Table 2.1 Types of corrective feedback 13 Table 3.1 Writing tasks for students in both groups 33 Table 3.2 Taxonomy of the questionnaire 41 Table 3.3 Data collection procedure 43 Table 4.1 Mean scores of writing pre-test for CG and EG 51 Table 4.2 T-test value of writing pre-test for CG and EG 51 Table 4.3 Mean scores of writing pre-post-test for CG 52 Table 4.4 Correlation and t-test value of writing pre-post-test for CG 53 Table 4.5 Mean scores of writing pre-post-test for EG 54 Table 4.6 Correlation and t-test value of writing pre-post-test for EG 54 Table 4.7 Mean scores of writing post-test for CG and EG 55 Table 4.8 T-test value of writing post-test for CG and EG 56 Table 4.9 Cronback’s coefficient alpha for the questionnaire 58 Table 4.10 Description of participants 59 Table 4.11 Descriptive statistics of the students’ affective attitudes 64 Table 4.12 Descriptive statistics of the students’ behavioral attitudes 64 Table 4.13 Descriptive statistics of the students’ cognitive attitudes 67 x LIST OF FIGURES Figure 2.1 An example of using indirect coded feedback in student’s writing……18 Figure 2.2 A model of attitude formation……………………………………… 21 Figure 3.1 Pre-test and post-test design……………………………………………40 Figure 4.1 Students’ self-evaluation in writing skills………………… …………63 Figure 4.2 Students’ feelings in writing class……………………………….… …64 Figure 4.3 Students’ response after being corrected writing mistakes………… …65 Figure 4.4 Ways to improve students’ writing skills………………………………66 137 APPENDIX T Student’s name:………………… Class:………………………… PRACTISE TEST Time allowance: 20 minutes Overall:…………… Topic: Imagine that you have just received a donation of one million dong from one of the local organizations to build your school library Within 150 words, write a letter to acknowledgement the receipt of the donation and express your gratitude ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………… STUDENT’S CORRECTION ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 138 APPENDIX U Student’s name:………………… Class:………………………… PRACTISE TEST Time allowance: 20 minutes Overall:…………… Topic: Imagine you are Kate Johnson, secretary of the English Speaking Competition Within 150 words, write a letter to respond to Thu Trang, using the details below: - number of participants: 25 - venue: 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi - date: 25th November - arrival time: 7:00 p.m; starting time: 8:00 p.m - phone number: (04) 9838188 - e-mail: Englishclub06@yahoo.com} ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………… STUDENT’S CORRECTION ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 139 APPENDIX V Student’s name:………………… Class:………………………… POST- TEST Time allowance: 20 minutes Overall:…………… Topic: Within 150 words, write a description of one of the popular celebrations in Vietnam (e.g Mid-autumn Festival, National Independence Day, Teachers’ Day, Women’s Day, etc.) your description should include the following main points: - name of the festival - time of the festival - purpose of the festival - main activities of the festival - your feeling about the festival ( whether you like it or not and the reasons) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………… STUDENT’S CORRECTION ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 140 APPENDIX W FREQUENCY OF STUDENTS’ ATTITUDES TOWARDS LEARNING WITH INDIRECT CODED FEEDBACK Question Frequenc y Percent Valid Cumulative Percent Percent Valid 20.0 20.0 20.0 13 37.1 37.1 57.1 12 34.3 34.3 91.4 8.6 8.6 100.0 35 100.0 100.0 Total Question Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 23 65.7 65.7 77.1 22.9 22.9 100.0 35 100.0 100.0 Total 141 Question Frequenc y Percent Valid Cumulative Percent Percent Valid 18 51.4 51.4 51.4 20.0 20.0 71.4 20.0 20.0 91.4 8.6 8.6 100.0 35 100.0 100.0 Total Question Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 8.6 8.6 20.0 20.0 20.0 40.0 25.7 25.7 65.7 12 34.3 34.3 100.0 Total 35 100.0 100.0 142 Statement Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 14.3 14.3 17.1 18 51.4 51.4 68.6 11 31.4 31.4 100.0 Total 35 100.0 100.0 Statement Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 14.3 14.3 17.1 17 48.6 48.6 65.7 12 34.3 34.3 100.0 Total 35 100.0 100.0 143 Statement Frequenc y Percent Valid Cumulative Percent Percent Valid 14.3 14.3 14.3 16 45.7 45.7 60.0 14 40.0 40.0 100.0 Total 35 100.0 100.0 Statement Frequenc y Percent Valid Cumulative Percent Percent Valid 2 5.7 5.7 5.7 3 8.6 8.6 14.3 15 42.9 42.9 57.1 15 42.9 42.9 100.0 Total 35 100.0 100.0 144 Statement 10 Frequenc y Percent Valid Cumulative Percent Percent Valid 14.3 14.3 14.3 15 42.9 42.9 57.1 15 42.9 42.9 100.0 Total 35 100.0 100.0 Statement 11 Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 20 57.1 57.1 68.6 11 31.4 31.4 100.0 Total 35 100.0 100.0 145 Statement 12 Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 20 57.1 57.1 68.6 11 31.4 31.4 100.0 Total 35 100.0 100.0 Statement 13 Frequenc y Percent Valid Cumulative Percent Percent Valid 2 5.7 5.7 5.7 11.4 11.4 17.1 18 51.4 51.4 68.6 11 31.4 31.4 100.0 Total 35 100.0 100.0 146 Statement 14 Frequenc y Percent Valid Cumulative Percent Percent Valid 8.6 8.6 8.6 11.4 11.4 20.0 15 42.9 42.9 62.9 13 37.1 37.1 100.0 Total 35 100.0 100.0 Statement 15 Frequenc y Percent Valid Cumulative Percent Percent Valid 3 8.6 8.6 8.6 20 57.1 57.1 65.7 12 34.3 34.3 100.0 Total 35 100.0 100.0 147 Statement 16 Frequenc y Percent Valid Cumulative Percent Percent Valid 2 5.7 5.7 5.7 11.4 11.4 17.1 15 42.9 42.9 60.0 14 40.0 40.0 100.0 Total 35 100.0 100.0 Statement 17 Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 14.3 14.3 17.1 15 42.9 42.9 60.0 14 40.0 40.0 100.0 Total 35 100.0 100.0 148 Statement 18 Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 16 45.7 45.7 57.1 15 42.9 42.9 100.0 Total 35 100.0 100.0 Statement 19 Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 20.0 20.0 22.9 18 51.4 51.4 74.3 25.7 25.7 100.0 35 100.0 100.0 Total 149 Statement 20 Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 11.4 11.4 14.3 18 51.4 51.4 65.7 12 34.3 34.3 100.0 Total 35 100.0 100.0 Statement 21 Frequenc y Percent Valid Cumulative Percent Percent Valid 2.9 2.9 2.9 14.3 14.3 17.1 16 45.7 45.7 62.9 13 37.1 37.1 100.0 Total 35 100.0 100.0 150 Statement 22 Frequenc y Percent Valid Cumulative Percent Percent Valid 11.4 11.4 11.4 14 40.0 40.0 51.4 17 48.6 48.6 100.0 Total 35 100.0 100.0 151 APPENDIX X THE MEAN SCORE OF EXPERIMENTAL GROUP IN EACH CRITERION ON PRE-TEST AND POST-TEST Tests Task Coherence Lexical Grammatical response and cohesion resource range and accuracy Pre-test 6.285 6.257 6.285 5.685 Post-test 6.971 7.114 7.542 7.771 Mean 0.686 0.857 1.257 2.086 difference ... With the application of indirect coded feedback in their writing class, students enhance their writing ability Therefore, indirect coded feedback can be applied widely in writing class in order to. .. of the study are to find out the effects of indirect coded feedback on student at Can Giuoc high school in improving their writing skills and to find out students’ attitudes towards the application... information about indirect coded feedback will be presented They includes definition of indirect coded feedback, the importance of indirect coded feedback in writing, the effects of indirect coded