Luận văn thạc sĩ VNU ULIS an investigation into english major freshmens perceptions on, attitudes towards and perferences for teachers written corrective feedback at hanoi university of industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ ĐAN QUẾ AN INVESTIGATION INTO ENGLISH MAJOR FRESHMEN’S

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ ĐAN QUẾ

AN INVESTIGATION INTO ENGLISH MAJOR FRESHMEN’S

PERCEPTIONS ON, ATTITUDES TOWARDS AND PERFERENCES FOR TEACHER’S WRITTEN CORRECTIVE FEEDBACK AT HANOI UNIVERSITY OF INDUSTRY

NHẬN THỨC, THÁI ĐỘ VÀ MONG MUỐN CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH ĐỐI VỚI PHẢN HỒI CHỮA LỖI CỦA GIÁO VIÊN TRÊN BÀI VIẾT CỦA SINH VIÊN TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI

M.A Minor Programme Thesis

Field: English Teaching Methodology Code: 601410

HANOI – 2010

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDY

FACULTY OF POST-GRADUATE STUDIES

NGUYỄN THỊ ĐAN QUẾ

AN INVESTIGATION INTO ENGLISH MAJOR FRESHMEN’S

PERCEPTIONS ON, ATTITUDES TOWARDS AND PERFERENCES FOR TEACHER’S WRITTEN CORRECTIVE FEEDBACK AT HANOI UNIVERSITY OF INDUSTRY

NHẬN THỨC, THÁI ĐỘ VÀ MONG MUỐN CỦA SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG ANH ĐỐI VỚI PHẢN HỒI CHỮA LỖI CỦA GIÁO VIÊN TRÊN BÀI VIẾT CỦA SINH VIÊN TẠI TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI

M.A Minor Programme Thesis

Field: English Teaching Methodology Code: 601410

Supervisor: Thái Hà Lam Thủy, M.Ed

HANOI - 2010

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TABLE OF CONTENTS

Declaration i

Acknowledgements ii

Abstract iii

Table of contents iv

Abbreviations vi

Lists of charts and tables vi

PART I: INTRODUCTION 1

1 Background of the study 1

2 Aims of the study and research questions 2

3 Methods of the study 3

4 Scope of the study 3

5 Significance of the study 3

6 Structure of the study 4

PART II: DEVELOPMENT 5

CHAPTER 1: LITERATURE REVIEW 5

1.1 Theoretical backgrounds of teaching writing 5

1.1.1 Definition of writing 5

1.1.2 The importance of teaching writing 5

1.1.3 An overview of approaches to teaching writing 6

1.1.3.1 The product-oriented approach to teaching writing 7

1.1.3.2 The process-oriented approach to teaching writing 7

1.1.4 The writing process 8

1.2 Theoretical backgrounds of teacher written corrective feedback 9

1.2.1 Definition of teacher’s written corrective feedback 9

1.2.2 Controversy over the effectiveness of teacher written corrective feedback 11

1.2.3 The importance of teacher’s written corrective feedback 12

1.2.4 Feedback approaches 13

1.2.4.1 Single-draft approach vs Multiple-draft approach 13

1.2.4.2 Comprehensive strategy vs Selective strategy 14

1.2.5 Types of teacher written corrective feedback 15

1.2.5.1 Form focus vs content focus feedback 15

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1.2.5.2 Direct vs indirect feedback 15

1.2.5.3 Positive feedback vs negative feedback 16

1.2.5.4 Text-specific vs generic feedback 17

1.2.5.5 Margin feedback vs linear feedback and end feedback 17

1.2.6 Forms of teacher written commentary 18

CHAPTER 2: METHODOLOGY 19

2.1 The setting of study 19

2.2 Methodology 21

2.2.1 Participants 21

2.2.2 Research Design 21

2.2.2.1 Research Questions: 21

2.2.2.2 Data collection methods 21

2.2.2.3 Data collection procedure 23

2.2.2.4 Data analysis methods 23

CHAPTER 3: DATA ANALYSIS AND FINDINGS 24

3.1 Data analysis of questionnaires 24

3.1.1 Students’ general information 24

3.1.2 Students’ perceptions and attitudes to teacher’s written corrective feedback 25

3.1.3 Students’ preferences for teacher feedback 30

3.2 Results of the interview and class observation 33

3.3 Findings and discussions 37

3.4 Implications of the study 40

PART III: CONCLUSION 42

References 43 Appendices I