Exploring high school students attitudes toward different types of feedback in their writing performances case study from a mountainous area

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - DINH VAN THIEN EXPLORING MOUNTAINOUS HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS THEIR TEACHERS’ FEEDBACK TO THEIR WRITING PERFORMANCES MASTER’S THESIS IN EDUCATION Thanh Hoa, 2017 i MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - DINH VAN THIEN EXPLORING MOUNTAINOUS HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS THEIR TEACHERS’ FEEDBACK TO THEIR WRITING PERFORMANCES Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60 14 01 11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Nguyen Gia Viet, Ph.D Thanh Hoa, 2017 ii STATEMENT OF AUTHORSHIP I, Dinh Van Thien, herein declare that the thesis is my own work and that it has not been submitted for any other purposes before Works of others that are used in the thesis are properly cited and acknowledged Dinh Van Thien iii ACKNOWLEDGMENTS I would like to take this opportunity to reveal my thanks to many people, from whom I have received valuable contributions to the completion of this study First of all, I am greatly thankful to my supervisor, Mr Nguyen Gia Viet, Ph.D for his significant assistance, guidance and encouragement while I was doing this research It is no doubt that without his help during all stages of the work, my thesis would still be far from completed Secondly, I would also like to express my gratitude to Ms Tran Yen, my chair lecturer for her kind support with invaluable sources to complete the research Thirdly, I gratefully acknowledge all lecturers and staff of the Department of Foreign Languages, Vinh University who supply me with the good conditions to conduct this thesis and finish this TESOL M.A course In addition, my special thanks also go to the students in my school for their willingness to complete the survey questionnaire and participate in my direct interviews Without their help, this project could not been a success Last but not least, I am deeply indebted to my family, my colleagues, my friends for their help and encouragements throughout the process of this research iv ABSTRACT Teacher feedback has long been regarded as an important part in education generally, and in language teaching in particular Within this umbrella, feedback in writing has been of much interest in the past few decades, much of which focused on the role of feedback on student learning Little research, however, has been focused on what language students think, believe and perceive about the feedback given to them in writing This study aims at exploring mountainous high school students' attitudes towards their teachers’ feedback to their writing performances Questionnaires including close and open-ended items and interviews were employed to collect data from 98 students in Bac Son High School to provide information concerned to their preferred learning styles and their emotion and to provide further insights regarding the topic, and also to triangulate with the survey data The results revealed that most of the participants highly appreciated teacher feedback that is really useful for their writing process However, because teacher feedback contributed significantly to students’ emotional states, it affected their motivation and attitudes towards writing in both positive side and negative side This two-side issue was greatly based on students’ preferences for teacher feedback Based on the findings, a number of suggestions are proposed for different stake-holders in teaching and learning writing Key words: teacher feedback, students’ preferences for teacher feedback, students in Bac Son High School v TABLE OF CONTENTS ACKNOWLEDGMENTS iv ABSTRACT v CONVENTIONS OF ABBREVIATIONS viii LIST OF TABLES ix CHAPTER ONE: INTRODUCTION 1.1 Rationale 1.2 Purpose of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Methodology CHAPTER TWO: LITERATURE REVIEW 2.1 Attitude 2.1.1 Definitions of attitudes 2.1.2 Importance of attitudes 2.2 Feedback 2.2.1 Definitions of teacher feedback 2.2.2 Formative and summative feedback 2.2.3 Delivering feedback 12 2.2.4 Two - side issue of attitude towards teacher feedback 14 2.2.4.1 Negative attitudes towards teacher feedback 14 2.2.4.2 Positive attitudes towards teacher feedback 16 vi 2.2.5 Benefits of feedback 17 2.3 Previous studies 18 CHAPTER THREE: METHODOLODY 22 3.1 Research questions 22 3.2 Research participants 22 3.3 Data collection and instruments 25 3.4 Data analysis 26 CHAPTER FOUR: FINDINGS AND DISCUSSION 27 4.1 Results and Discussion 27 4.1.1 Students’ experiences and attitudes toward teacher feedback 27 4.1.2 Students’ evaluation of correction techniques in feedback 39 4.2 Summary 46 CHAPTER FIVE: CONCLUSION 49 5.1 Conclusion 49 5.2 Pedagogical Implications 50 5.3 Limitations of the study 51 5.4 Suggestions for further research 54 REFERENCES 55 APPENDIX A: QUESTIONNAIRES 59 APPENDIX B: INTERVIEW QUESTIONS 62 vii CONVENTIONS OF ABBREVIATIONS (SA): strongly agree (A): agree (U): unsure (D): disagree (SD): strongly disagree SI.: Student who was interviewed ESL: English as a secondary language L2: Second language viii LIST OF TABLES Table 3.1: General information of the participants 22 Table 4.1: Students’ feelings towards teacher feedback 27 Table 4.2: Students’ preference on different types of errors in their 28 feedback Table 4.3: Students’ preference on direct feedback and indirect feedback 30 Table 4.4: Students’ perceptions toward feedback forms 32 Table 4.5: Students’ preference on oral feedback and written feedback 33 Table 4.6: The students’ perceptions toward feedback content 35 Table 4.7: Students’ views on the different pens in teacher feedback 36 Table 4.8: The students’ desire toward the immediacy of feedback 37 Table 4.9: Frequencies of students’ comprehension towards teacher 39 feedback Table 4.10: Frequencies of students’ responses to amount of corrective 41 feedback Table 4.11: Students’ evaluation of various correction techniques 44 Table 4.12: Students’ opinions about teacher’s feedback 46 ix CHAPTER ONE INTRODUCTION 1.1 Rationale Being the most popular language in the world, English is widely used in many countries all over the world in many fields such as economy, science and technology It is a useful means that helps human beings promote mutual understanding and connect each other around the world In Vietnam, with the global economic integration as well as the innovation of economy and society, English has become more and more concerned by people of all ages, especially the younger generations Being aware of the importance of English, our government has issued numerous policies and decisions to promote learning and teaching English in order to gain the capacity to use it fluently As a result, English become a compulsory subject in the school curriculum and an indispensable requirement in the current employment Although English is important, numerous students say they not like studying English and of course they cannot learn it well In fact, there are many factors affecting to the process of language learning such as personality factors, family factors, school factors and social factor Among these factors, surprisingly, students’ attitude toward teacher feedback is an interesting topic that attracts a large number of researchers because of its remarkable influence onto language learning process Students’ attitude towards their learning is regarded as an essential element which builds upon their motivation whereas according to Coffin et al (2003), ‘the provision of feedback on students’ writing is a central pedagogic practice’ (Coffin et al 2003: 102) However, the issue of students’ attitude toward teacher feedback, like everything in the world, has a two – side problem that it can improve language learning when teacher feedback is favored by most students and vice versa In spite of the fact that teachers spent much time and effort on giving feedback, students’ writing could not improve and students keep their same mistakes A great deal of teachers supposed that if the students attended teacher feedback thoroughly, their CHAPTER FIVE CONCLUSION 5.1 Conclusion There is no doubt that both teachers and students are aware of the vital role of teacher feedback on the process of writing skills in second language learning Therefore, to be worthy of the student's appreciation for feedback, teachers have been trying their best to employ effective teaching methods to produce thorough feedback to improve their students’ writing proficiency This study was conducted with a view to explore students’ attitude towards teachers’ feedback in writing in English learning The study took place in a high school in a mountainous area in Thanh Hoa province A total of 98 students were invited to participate in the study They were administrated to the questionnaires and interviews in order to employ a mixed approach to data collection After the data analysis and interpretive analysis of the outcomes acquired in the investigation and the case study, the results and major findings were revealed some useful information First of all, a vast majority of the participants held overall their positive attitudes and evaluation towards teacher feedback in their writing performances This is because many times, though not always, teachers are considered to be more competent in terms of language and knowledge Furthermore, they are believed that teachers are not only more experienced in writing with the vast source of knowledge, but also the ones who realize their strengths as well as weaknesses in their performances and give suggestions for next work to improve their learning process Because of this strong belief, students evaluate teacher feedback as more ‘qualified’, ‘experienced’ ‘accurate’, ‘valid’, ‘reliable’ and ‘trustworthy’ However, the findings denoted that not all students agree with this, particularly those who had experienced being given inappropriate teacher feedback With regard to students’ emotional states, the data from the questionnaire indicates that although 96% of the students suppose that teacher feedback is important, 72.4 % not indicate their satisfaction and 16.4 % have no idea about their feelings toward it They affirm that 49 they are largely influenced their feelings by some ways the teachers provide feedback, such as the large amount of teacher feedback, an irrelevant idea or comment which is totally different from their original thinking of their performances, and the use of complex language with vague expressions Secondly, the findings demonstrate students’ preference toward teacher feedback in which they expect the teachers to change something in providing feedback to be more effective in their language learning Naturally, if teacher feedback is preferred by students, they will receive and revise it optimally and of course the effectiveness in their writing is remarkably increased However, teacher feedback favored by students is not always appropriate because their preferences and experiences are not enough reliable and accurate forward requirement of pedagogical procedures in the process of teaching and learning a foreign language To summarize, the findings in this study provide empirical evidence to insight into some aspects of students’ attitude towards teachers’ feedback in writing in English learning From the analysis above, therefore teacher feedback will be effective if it is established by the combination of teachers’ effort and students’ preference on different types of it 5.2 Limitations Although these potential findings involve taking time to provide more effective feedback, there are still some notable limitations that need to be considered Firstly, the research participants are limited in terms of quantity The number of 98 students from grades involved in the study is a small figure in relation to the whole population of over one thousand students in Bac Son High School In addition, the results will only be suitable for certain students who have the same experience and linguistic competence in receiving the teacher's feedback on their writing Secondly, the results and findings are only appropriate to the context of this study in mountainous schools such as Bac Son High School Although the present 50 study is a good point of reference for concerned researches, it cannot generalize to other contexts either in all types of schools in Vietnam or all over the world Thirdly, the collection of the data is also regarded as a restriction The data in the study that the participants supported are not observed data They are reported data Scientifically, reported data are not always trustworthy because of serveral professional reasons, therefore they are limited in reliability In sum, although the findings of the study illuminate to some extent the students’ attitudes toward teachers’ feedback, there undoubtedly exist some limitations in this study and therefore, generalization of these findings should be made with caution 5.3 Pedagogical implications From the analysis and discussion above, the findings show that most of the students hold positive attitudes towards teacher feedback because of its numerous benefits in learning process However, teacher feedback is not always useful according students’ expectations Hence, referring on students’ preference on teacher feedback, I would like to give a number of pedagogical implications when providing feedback in their writings:  Using words and expressions in giving feedback The information the teacher gives in feedback is necessary for the students to receive and process If teachers provide feedback in words and expressions at a level beyond the present learner’s level of acquisition, they may risk not only wasting much of their own time, but also discouraging students In contrast, if teachers utilise unfamiliar linguistic components, feedback can make students confused and time consuming Hence, instead of using these unfamiliar or too simple words, teachers should consider choosing a sufficiently intelligible form of the target language forward each student’s writing in order to help them to learn many language skills and revise teacher feedback optimally  Amount of teacher feedback 51 As the analysis of the findings, most of the students confirmed that their feelings were considerably affected by the amount of teacher feedback generated from their writings There is no doubt that if the teacher gave less feedback, it meant there were fewer mistakes shown in students’ writings and vice versa The more feedback they got in their writing, the more annoyed and discouraged they were in their writing improvement On the contrary, the less feedback the teacher gave in their performance, the more excited and motivated they were to revise their writing  Correction techniques in giving feedback Firstly, students’ errors should be corrected, but they not want to receive so many errors from the teacher because a vast amount of corrective feedback could frustrate them and prevented their willingness from performing the writing Besides, it can be confirmed that teacher feedback will be more powerful or effective if the teacher leave a comment accompanying by the error correction in the student’s writing performance Secondly, content or idea errors and grammatical errors are important types of correction that students were eager to receive in feedback from the teacher while they did not strongly pay attention to the rest correction types of errors, especially punctuation ones Therefore, teachers should focus on the correction of prioritized errors and ignore other errors if it is necessary  Students’ preference on different types of teacher feedback Naturally, students are neither ready to be focused much on their weakness nor paid attention to their strengths by the teacher in the feedback They want to know both their strong points and their downsides in their work Thus, teachers should selectively cover this issue and apply the combination of both sides in their feedback to help them recognize what they have done and what they are going to next time in order to gain better results In addition, among individual feedback and public feedback, individual feedback may employ to clarify each student’s weaknesses in a more specific and deep way based on some contextualized situations such as the frequency of the error is individual or not very common, the number of students in the class is reasonable 52 and teaching load is not too heavy On the other hand, public feedback is used when students’ mistakes are common Nevertheless, in a situation of applying public feedback, teachers need to be aware of not comparing the student’s performance to the others’ in a competitive way, because when students who perform inadequately or imperfectly will tend to attribute their weakness to lack capability in the language, and consequently may perform weakly in the future and decrease motivation on subsequent tasks Another point to consider is students’ favor toward written feedback and oral feedback Written feedback should be used frequently because it has many advantages, such as spelling and punctuation but teachers may employ oral feedback if there are a vast number of common mistakes and when the time allowed is limited Also, the immediacy of feedback plays an important role on its effectiveness Teacher feedback should be given as soon as possible after each writing performance If it takes a long time, students may have negative responses Thus, feedback must be timely to be more effective Last but not least, red pens should be used to correct students’ mistakes and give comments in their writing performance because the red pen is considered the traditional symbol of the teacher Consequently, on the basis of the study, it is certainly believed that the teachers’ frequent efforts in providing quality feedback is worthwhile, simply because contributions of teacher feedback toward students’ language learning are significant and they perceive teacher feedback with their attitude of respect and trust However, there is no perfect teacher feedback forward all kinds of students’ performance Therefore, teacher feedback will be effective if it is established by the combination of teachers’ effort and students’ preference on different types of it As , teachers should be good architects who can integrate both their teaching principles and the students’ favors into an ensemble in order to gain the effectiveness in language learning 53 5.4 Suggestions for further research Although this research has attempted to address the topic of students’ attitudes toward teacher feedback in English teaching and learning, it is worthwhile to outline further research regarding this topic Firstly, there should be a more comprehensive research study which compares a variety of student groups The present study was limited in two groups of minority, thus did not provide an insight comprehensive perspectives on students’ attitude towards teachers’ feedback in writing in English learning Secondly, it needs to a further research that is concerned with the other aspects of teacher feedback besides the ones involved in this study, and more efforts should be paid in strengthening a more universal mode of teachers’ attitudes toward teacher feedback on the students’ performances Finally, since the students in disadvantageous schools, such as Bac Son school not write often, more cases of studies could be conducted on the practice of regular writing in such a rural high school 54 REFERENCE Ajzen, I & M Fishbein (1980) Understanding attitudes and predicting social behavior (2 vols.) 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Em đánh dấu X điền xác thông tin vào phần tương ứng sau Phần 1: Thông tin cá nhân Em học lớp tính đến tháng 1/2017: Giới tính: (Đánh dấu X vào nơi thích hợp) Nam …… Nữ…… Dân tộc: …… Số năm học tiếng anh tính nay: Trình độ tiếng Anh em: Phần 2: Trải nghiệm thái độ học sinh phản hồi giáo viên Câu 1: Em cảm thấy góp ý giáo viên? A Vơ thỏa mãn B Thỏa mãn C Khơng có ý kiến D Khơng thỏa mãn E Hồn tồn khơng thỏa mãn 59 Câu 2: Em thích nhận loại sửa lỗi phần phản hồi? A Lỗi xếp ý viết B Lỗi ngữ pháp C Lỗi nội dung ý tưởng D Lỗi chấm câu E Lỗi tả F Lỗi từ vựng Câu 3: Em thích nhận loại phản hồi nào? A Phản hồi trực tiếp B Phản hồi gián tiếp Câu 4: Em thích nhận hình thức phản hồi nào? A Phản hồi riêng tư B Phản hồi công khai (Trước lớp) Câu 5: Em muốn nhận phản hồi dạng nào? A Phản hồi lời nói B Phản hồi chữ viết Câu 6: Em muốn trọng điểm phần phản hồi giáo A Điểm yếu B Điểm mạnh C Kết hợp hai 60 Câu 7:Em thích loại bút sử dụng SA A U D SD phần phản hồi giáo viên? Giáo viên nên sử dụng bút mực đỏ để phản hồi Giáo viên nên sử dụng bút chì để phản hồi (SA: đồng ý; A: đồng ý; U: không chắc chắn; D: không đồng ý; SD: không đồng ý ) Câu 8: Phản hồi giáo viên có khó hiểu khơng? A Vơ khó B Khó C Khơng có ý kiến D Dễ E Hồn tồn dễ Câu – 15: SA Câu hỏi Nội dung Giáo viên nên đánh dấu phần lớn lỗi lớn, không cần thiết tất chúng 10 Giáo viên khơng nên đánh dấu lỗi mà góp ý ý tưởng nội dung viết 11 Giáo viên nên đánh dấu tất lỗi lớn mà lỗi nhỏ 12 Giáo viên không nên đánh lỗi 13 Giáo viên nên đánh dấu lỗi mà can thiệp tới ý tưởng giao tiếp 61 A U D SD 14 Giáo viên nên đánh dấu tất lỗi 15 Giáo viên nên đánh dấu vài lỗi lớn (SA: đồng ý; A: đồng ý; U: không chắc chắn; D: không đồng ý; SD: không đồng ý ) Câu 16: Em nhận góp ý viết thường xuyên nào? A Mỗi viết góp ý B Chỉ vài lần C Hầu không Câu 17: Trong phần góp ý, em ưa thích kĩ thuật sửa lỗi nào? A Đưa gợi ý để sửa lỗi B Đánh dấu chỗ mắc lỗi C Sửa lỗi kèm theo bình luận D Bình luận mà khơng chỉnh sửa E Chỉnh sửa trực tiếp mà khơng bình luận Câu 18 Em nghĩ góp ý giáo viên? A Khơng quan trọng B Ít quan trọng C Bình thường D Quan trọng E Rất quan trọng 62 APPENDIX B INTERVIEW QUESTIONS (CÂU HỎI PHỎNG VẤN) Em có nghĩ phản hồi giáo viên quan trọng việc cải thiện viết mình? Em gặp khó khăn việc hiểu phản hồi giáo viên? Em muốn giáo viên sửa lỗi nhận xét viết mình? Em hài lịng (những) điều phản hồi giáo viên? Em chưa hài lịng (những) điều phản hồi giáo viên? Theo em, giáo viên nên làm để có phản hồi hiệu quả? 63 ... researchers and also Starks and Paltridge (1996), in their research of attitudes, affirm that learning a language is closely related to the attitudes towards languages Again, Karahan (2007) revealed... to them in writing This study aims at exploring mountainous high school students' attitudes towards their teachers’ feedback to their writing performances Questionnaires including close and open-ended...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - DINH VAN THIEN EXPLORING MOUNTAINOUS HIGH SCHOOL STUDENTS? ?? ATTITUDES TOWARDS THEIR TEACHERS’ FEEDBACK TO THEIR WRITING PERFORMANCES