INTRODUCTION
Rationale of the study
In today's globalized world, English plays a crucial role, leading to its widespread teaching as a foreign language across various countries The necessity for students to achieve fluency and master the four fundamental language skills has become increasingly important Consequently, extensive research has been conducted over the years to identify the most effective methods for teaching and learning English.
In Vietnam, secondary school students must develop four essential English skills: reading, speaking, listening, and writing, with writing being the most challenging Many Vietnamese students experience anxiety about writing and fear making mistakes in class However, it is crucial for them to view writing as a learning tool rather than a test of knowledge To foster this perspective, students should receive constructive feedback on their work, which can help them improve and gain confidence in their writing abilities.
A review of the literature highlights three key areas of feedback in writing: peer feedback, self-editing, and teacher comments (Keh, 1990) Research underscores the critical role of clear, concise feedback in enhancing students' writing skills and overall achievement Feedback helps writers identify and rectify issues such as insufficient information, poor organization, and inappropriate word choices, ultimately leading to improved writing Moreover, the literature supports the notion that teacher feedback in writing classrooms offers significant social, cognitive, and methodological benefits (Merlin, 1986; Radecki & Swales, 1988; Hedge, 2000; Ferris & Roberts, 2001), emphasizing its importance in fostering successful teaching and learning outcomes in writing.
As an English teacher at Dinh Tien Hoang Secondary School, the researcher is dedicated to enhancing his students' confidence and writing skills He observes that students frequently encounter errors during writing lessons, which contribute to their anxiety Emphasizing language learning as a creative construction process, he aligns with Hedge (2000) in recognizing that errors are a natural and beneficial aspect of this journey Furthermore, Hedge (2001) asserts that learners advance more effectively when engaged in meaningful language practice within a supportive linguistic environment, highlighting the importance of informed error correction by teachers Thus, the teacher's feedback plays a crucial role in the writing process.
Receiving feedback from teachers and peers is crucial for learners to test their hypotheses and enhance their understanding of language (Hedge, 2001) This study emphasizes the significance of teacher-written feedback, which is a complex yet vital aspect of writing instruction An observation of four English writing classes over a month revealed that all classes predominantly utilized teacher-written feedback to address student writings The researcher questioned whether this feedback aligned with student preferences and how students responded to the feedback they received.
The researcher conducted a study to investigate students' perceptions and attitudes towards teacher-written feedback, aiming to provide English teachers with effective strategies to enhance student achievement in writing skills through improved feedback techniques.
Research aims
This research is designed to explore students’ perceptions and attitudes towards their teachers’ corrective feedback in writing classes It is expected to achieve the three primary aims:
- to investigate the students’ perceptions of teachers’ written feedback that they actually received
- to investigate the teacher’s feedback-giving practice in writing classes: their responding methods, their feedback focus as well as the feedback types and forms
- to find out students’ evaluation about teachers’ actual written feedback on their writing that they received.
Research questions
In order to achieve the above mentioned aims, this research tried to answer the following questions
1 What are students’ perceptions of teacher’s written feedback in writing classes?
2 How do teachers give written feedback in writing classes?
3 What are students’ attitudes towards the written feedback on their writing that they actually received?
Research significance
The research aimed to explore how teachers respond to students' writing and how students perceive these responses The findings may offer valuable insights for enhancing teacher feedback and guiding students in effectively incorporating this feedback into their writing revisions.
Scope of the study
This study specifically examines teacher corrective feedback on student writing at Dinh Tien Hoang Secondary School in Vinh Linh District, Quang Tri Province, acknowledging that the broader topic of feedback in writing encompasses many aspects that cannot be fully addressed within this research.
Structure of the thesis
This paper consists of five chapters:
- Chapter 2 presents the literature review
- Chapter 3 addresses the methodology of the study
- Chapter 4 reports data analysis and the findings
- Chapter 5 summarizes the key findings and points out the limitations of the study It also gives some implications and suggestions for further research.
LITERATURE REVIEW
Introduction
This chapter outlines the theoretical framework of the study, emphasizing key aspects of feedback, particularly the techniques employed by teachers in providing feedback Furthermore, it reviews relevant previous research that informs the current study.
Feedback
Responding to student writing and providing feedback is a highly debated issue in second language instruction Feedback is recognized as a crucial component of the writing process, leading to various efforts to clearly define its role and significance.
Feedback, as described by Dreham (1995, p.160), can be metaphorically compared to a two-bullock cart This analogy emphasizes that for the cart to progress effectively, both bullocks must comprehend the purpose of their efforts and communicate with each other.
A collaborative approach to monitoring and processing feedback between teachers and students is essential for transforming teacher feedback into an effective tool for student revision.
Feedback is crucial in the learning process, as it provides learners with information about their performance on tasks, aiming to enhance their skills (Ur, 1996, p 242) It consists of two key components: assessment and correction, highlighting its importance in effective teaching.
Feedback is essential for learners as it informs them about their progress and highlights their errors, guiding them toward areas that need improvement This feedback can be delivered in both oral and written forms, facilitating effective learning and growth.
Seow (2002, p.317) defines feedback as the teacher's immediate response to students' drafts, emphasizing that it should occur during preliminary or intermediate stages rather than at the final submission This approach highlights the importance of timely and constructive feedback in the writing process, allowing students to improve their work before reaching completion.
Students should be encouraged to revise their drafts multiple times, as this allows for clarity and improvement in their writing When only a single draft is submitted for grading, feedback on errors is often delayed, hindering the learning process As Raimes (1983) emphasized, providing feedback is an integral part of teaching writing, suggesting that it should occur throughout the writing process rather than just at the final submission.
Feedback is defined as any input from readers to writers that aids in revision, encompassing comments provided to students about their writing (Keh, cited in Reid, 1993) It serves as a crucial instructional tool for individual student development and can occur at various stages of the writing process, including quick writing, drafts, and peer feedback (Richards, cited in Dao, 2001) In this context, feedback pertains to both the writing process and the final product, particularly concerning errors and corrections Notably, researchers such as Ferris (2003) and Leki (1990) emphasize that feedback is most effective when given during intermediate stages of writing.
Purposes of feedback
Feedback plays a crucial role in writing classes, guiding students to recognize their strengths and identify areas for improvement, ultimately fostering their growth and progress as writers.
Forseth, Ta and Nguyen (1994,p.162) and Thai Ton Phung Diem (2007, p16) pointed out the purposes of feedback as follows
1 First of all, feedback shows the teacher how the students are progressing At the beginning of a course, the teacher needs to know how well the students have learned the material Then, if one area is weak, the teacher will know to repeat or spend more time on that area
2 Feedback motivates students to study If our students know that their work will be checked regularly, they will keep up better on their studies Feedback can be a means of encouraging your students to work harder in their study of English Perhaps the students will want to get good grades to show their parents or to please you as the teacher No matter what their reasons for wanting approval, feedback can help motivate students
3 Feedback guides the students’ progress Language learning is complete process and carefully planned feedback can help guide the students through the process Quizzes, test, and exams can serve as dividing points, at each point students can complete one section or function or structure or unit and begin to focus on a new learning goal Although language is very complete with many different related parts, it is necessary to break language into parts for the purpose of study Besides, feedback can help students study these different parts
4 Feedback shows students their own progress Learning a language can be discouraging at times So, showing students the progress they have made will encourage them and help them continue in their study of English When a student performs a task for assessment and the teacher gives the student feedback (written or oral, formal or informal) the student can get a better idea of how he or she has been progressing and where he or she needs improvement Feedback also makes language instruction more individual and personal
5 Feedback informs the school administration/ parents of achievements Some teachers see this as the only purpose in feedback The school needs a grade for each student and a test is a means of grading However, this is only one purpose in assessment If this were the only purpose in assessment, then only one test would be needed each term But because there are many other purposes of assessment, one test per term is not enough.
Types of feedback to students’ writing
There are three major areas of feedback in the literature review on writing, namely self - editing, peer feedback, and teacher feedback
Self-editing is a crucial skill for students, allowing them to identify and correct their own mistakes According to Raimes (1983), the ability to critically evaluate one's writing is essential for expressing ideas clearly and accurately Ann Casano also emphasizes that self-editing occurs after completing a draft, focusing on correcting grammar, continuity, spelling, and other common errors This process enhances clarity and coherence in writing, making it an indispensable part of a writer's development.
Peer feedback, as defined by Bartels (2004), involves students exchanging drafts and comments on assignments, fostering collaboration among peers This practice is particularly beneficial for second language learners, as Jacobs (1987) highlights that interaction with others can create cognitive conflict, prompting learners to reassess their perspectives Furthermore, Rollinson (2005) emphasizes that peer feedback allows both readers and writers to engage in deeper collaboration, reflection, and consideration of their work.
Teacher feedback is a crucial component of the writing process, as it helps students understand the criteria used to evaluate their work (Hyland, 1990) By providing thorough marking, educators not only clarify expectations but also offer valuable insights that enable students to avoid making similar mistakes in the future.
Recent studies highlight the positive impact of indirect teacher feedback, particularly when combined with student self-revision, on improving accuracy in L2 writing Ferris and Roberts (2001) found that university ESL students who received feedback—either through coded errors, underlined errors, or no feedback—showed significantly better revision rates, although proficiency differences may have influenced these results Similarly, Chandler (2003) investigated the effects of underlined feedback on East Asian college students, revealing that those who corrected their errors demonstrated notable improvements in writing accuracy over a semester, without sacrificing fluency These findings underscore the critical role of student correction in the learning process, suggesting that without revision based on feedback, marking errors may be ineffective.
Teacher feedback plays a vital role in responding to students' writing, yet research on feedback strategies is still evolving Understanding students' beliefs about feedback is essential, as these beliefs can significantly affect how effective the feedback is perceived Therefore, it is important to explore students' attitudes towards error correction and their expectations for teacher feedback to enhance the writing process.
Forms of teacher feedback
In general, teacher feedback can be transmitted in a variety of ways, there are two forms of teacher feedback on writing classes: oral feedback and written feedback
In writing classes, direct communication between teachers and students about their writing is essential According to Thai Ton Phung Diem (2007), oral corrections can help students assess the logic of their essay outlines, providing immediate feedback to enhance their writing process Furthermore, Kroll (as cited in Celce-Murcia, 1991) suggests that brief conferences allow teachers to clarify students' intended messages, which may not be easily understood through written drafts alone Some educators even opt for oral feedback by requesting students to submit cassette tapes with their drafts, ensuring a more personalized review.
According to Harmer (1983, p.147), “The teacher hands back written work with his or her comments on content and the correction symbols in the margin
The teacher provides feedback on the student's work by highlighting both its strengths and weaknesses While they may point out errors by underlining them, they refrain from making direct corrections, allowing the student to learn from their mistakes.
Feedback in oral or written form can be given by peers in the class However, this study focuses on teachers’ written feedback only.
Techniques of teachers’ written feedback
2.6.1 Kinds of teachers’ written feedback
Reid (1993) identified two types of written feedback for writing teachers: formative feedback, which provides immediate intervention on specific parts of an essay, and summative feedback, which offers a broader overview of the essay's strengths and weaknesses Freedman (1987) emphasized the importance for student writers to recognize their performance levels and understand how to take corrective action when necessary.
2.6.2 Methods of giving written feedback
Teachers' written feedback comprises two key components: assessment and correction (Ur, 1991) Assessment involves providing a subjective evaluation of a learner's overall performance, indicating strengths with comments like "well-written" or "well-organized." Subsequently, teachers can offer direct or indirect corrections to address errors in areas such as sentence structure, word choice, or academic writing style.
In my teaching, I use the example, “The best car that I saw last week Ronadol,” which demonstrates an error in sentence structure This can be corrected by adding “was” after “last week.” Alternatively, I may underline the error and note “sentence structures” to encourage learners to identify and correct the mistake themselves.
“I want to drink” will be corrected “I would like to drink” or teacher can circle
“want” The component “correction” in teachers’ written feedback may well result in actual effectiveness if the teacher is aware of the learner’s proficiency to choose direct or indirect corrections.
Forms of teacher written feedback
Ferris (1997) identified four fundamental syntactic forms of teacher feedback: questions, statements, imperatives, and exclamations Each form serves distinct pragmatic purposes, including soliciting additional information, requesting revisions, and providing positive reinforcement for students' accomplishments.
In writing classes, feedback forms can be valuable tools for evaluating student work, but teachers must be mindful of their potential drawbacks Ferris (1997) cautions that while questions can stimulate critical thinking, they may also confuse students Additionally, informational statements do not always lead to specific actions, as they lack explicit instructions for revision Requests for changes can leave students uncertain about how to implement them effectively Therefore, it is essential for teachers to carefully construct feedback forms, clearly explain their purpose, and assist students in understanding and applying the feedback to improve their drafts.
The effects of teachers’ written feedback
Lane and Lange (2002) suggest that reading instructor comments on academic writing enhances students' awareness of their writing strengths and areas for improvement Positive perceptions of instructors can facilitate the reception of written feedback, enabling students to better understand the effectiveness of this feedback Consequently, students need to recognize the value of teachers' written critiques to distinguish between acceptable and unacceptable language use.
Another reason is that students view teachers as “the ultimate authority” (Reid, 1993, p.219) in terms of their reliable instructions, assuming that teachers’ comments are absolute.
Teaching and learning writing at Dinh Tien Hoang Secondary School
Dinh Tien Hoang Secondary School, situated in Vinh Linh District of Quang Tri Province, serves approximately three hundred students annually The school's English department is staffed by three dedicated English teachers.
In grade 9, they teach English 9 with 10 units, five periods for each unit Teachers will teach 4 skills in one unit, reading, speaking, listening and writing
In writing classes, students write about the people, the media, saving energy, environment, life on other planets
Writing is a crucial skill often overlooked by both students and teachers at this school, primarily because teachers perceive students to be weaker in writing compared to other skills Students struggle with writing in English due to limited vocabulary and difficulty in generating coherent ideas Even when they manage to find ideas, they often struggle to express them correctly in English With only two periods of English each week, writing constitutes 20% of the English curriculum, highlighting its importance in language learning.
Previous studies
Research in Vietnam has highlighted the significance of written feedback in language education Vu Thi Minh Chau's study (2007) investigated the nature of written errors and the critical role of error correction in English classes at Hue College of Foreign Languages Similarly, Nguyen Thi Thanh Binh (2012) emphasized the effectiveness of error correction techniques in writing classes, raising student awareness of its importance Thai Ton Phung Diem's research (2007) focused on the challenges faced by writing teachers in providing feedback to third-year English majors, revealing difficulties students encounter when receiving such feedback This study also examined teachers' attitudes and methods, leading to pedagogical implications aimed at enhancing the effectiveness of written feedback in academic writing.
Leonard (2005) conducted a comprehensive research project titled “Error Treatment in Vietnamese Students’ Writing,” focusing on the most effective methods for correcting written errors among university students in Vietnam His findings suggest that direct correction is superior to other methods for addressing these errors In most Vietnamese English classes, Leonard asserts that teachers’ direct correction proves to be the most efficient approach for improving learners’ writing skills.
In other countries the topic of written feedback is also studied For example, Ancker (2000) studied errors and corrective feedback In this thesis,
Ancker's research concentrated solely on teacher feedback regarding spoken language, while Eun-Young Park (2005) examined error treatment methods in Korea, specifically within synchronous computer-mediated communication (S-CMC) tasks in EFL classrooms, similar to Mi-lim Ryoo's (2004) study Nugrahenny (2007) investigated Indonesian students' attitudes towards teacher feedback, revealing a strong preference for it, largely due to positive perceptions and the understanding that teachers influence grades Furthermore, students favored feedback focused on language, and interviews indicated that teacher feedback significantly impacted their emotional well-being, motivation, and attitudes towards writing.
This study investigates students' perceptions and attitudes regarding teachers' written feedback on their writing, highlighting the significance of these factors in understanding and utilizing teacher corrections It offers insights into enhancing the effectiveness of written feedback in writing classes and examines students' responses to the feedback they receive Notably, this research addresses aspects that have been overlooked in previous studies.
Summary
This chapter provides an overview of the study's objectives, detailing the definitions and types of feedback, with a particular emphasis on teacher-written feedback in ESL writing classrooms It also addresses key challenges associated with delivering effective teacher feedback The next chapter will outline the study's methodology.
METHODOLOGY
Introduction
This chapter focuses on the methodology used to conduct this study It describes data collection and analysis procedures Information about participants is also presented.
Research methodology
This study utilized both qualitative and quantitative methods, with a primary emphasis on the qualitative approach for three key reasons Firstly, qualitative research often reveals limited existing literature, allowing researchers to explore and develop theories based on emerging designs and insights (Creswell, 1994) Secondly, qualitative research focuses on participants' perceptions and experiences, providing descriptive data primarily in their own words rather than numerical formats (Fraenkel & Wallen, cited in Creswell, 1994) Additionally, a questionnaire was employed for statistical data processing, complemented by students' writing samples and teachers' written feedback, alongside semi-structured interviews to gather comprehensive data.
Participants
The current study involved 60 ninth-grade students from Dinh Tien Hoang Secondary School, aged 14 to 15, who have been learning English for four years These students hail from various rural areas in Quang Tri Province.
Data collection
The study analyzed 30 writing samples from ninth-grade students, with feedback provided by teachers on each piece Randomly selected after lessons, these samples cover various topics, including people, media, energy conservation, the environment, and extraterrestrial life Students have 45 minutes per class to complete their essays, while teachers dedicate their own time to offer written feedback.
Questionnaires are a cost-effective and practical tool for researchers, as they are easy to administer and analyze They enable the collection of self-reported data from learners regarding their beliefs, motivations, and reactions to learning and classroom activities (Mackey & Gass, 2005) According to Bell (1993), questionnaires offer a rapid and economical method for gathering specific information Seliger and Shohamy (1990) describe questionnaires as printed forms designed for data collection, featuring questions or statements that participants respond to, often anonymously These tools are essential for collecting data and addressing key information within the study (see Appendix A for the English version and B for the Vietnamese version).
A questionnaire with 10 closed and open-ended questions was administered to 60 ninth-grade students at Dinh Tien Hoang Secondary School The primary aim was to investigate students' perceptions and attitudes regarding teachers' written feedback on their writing To ensure comprehensive data collection, a brief explanation of the questionnaire's purpose was provided.
Semi-structured interviews provide researchers with control over the dialogue, as highlighted by Bell (1993), who noted that this selective data collection method simplifies analysis due to a pre-established outline (p.101) Le (2004) emphasized that these interviews allow participants to share their experiences, with the added benefit of immediate clarification in a face-to-face setting Therefore, I opted to utilize this technique to gather more specific information from students.
The researcher conducted interviews with 10 randomly selected students, each lasting approximately 10 minutes, in the afternoon at school, as grade 9 students attended classes in the morning All discussions were held in Vietnamese, with the researcher taking notes that were later translated into English.
Data collection procedure
The whole process was divided into three stages
In the first stage, the questionnaire was translated into Vietnamese and was distributed to 60 students
In the second stage of the research, I conducted individual interviews with 10 selected students, ensuring that all discussions were held in Vietnamese for clarity I meticulously took notes during each interview, which were later transcribed into English for analysis.
During the school semester, the writing drafts from students with teachers’ comments were collected for analysis.
Data analysis
According to Seliger and Shohamy (1989), data analysis refers to shifting, organizing, summarizing and synthesizing the data so as to arrive at the results conclusions of the research
Data from the questionnaire was analyzed with percentage and frequency Data from interview and students’ writings were processed to find out themes to answer the research questions.
Summary
This chapter presented the research methodology, information of participants and data collection tools The next chapter will report the findings.
FINDINGS AND DISCUSSION
Introduction
This chapter analyses data collected from the questionnaire, semi- structured interviews and students’ writing samples The findings are presented to answer the research questions in Chapter 1.
Students’ perceptions of teachers’ written feedback
Teacher feedback is essential for enhancing students' writing skills, as highlighted in chapter 2 Ur (1996) emphasizes that feedback plays a crucial role in boosting student performance Additionally, Littlewood (1981) and Lewis (2002) assert that feedback informs learners about their progress and identifies errors, guiding them toward improvement This feedback can be delivered in both oral and written forms.
A recent questionnaire revealed that 58.3% of students recognize the importance of feedback, with an additional 41.7% considering it very important Interviews with ten students further confirmed this sentiment, as they unanimously acknowledged the critical role of teacher feedback in enhancing their writing skills One student stated, “I agree that teachers’ feedback is very important, because feedback helps me improve my writing” (Student Hoai), while another remarked, “I think that teachers’ feedback is important in improving my writing because I can fix the mistakes” (Student Long) This highlights the necessity of teacher feedback in helping students identify and correct their writing errors.
How teachers give written feedback
This section outlines various methods employed by teachers to provide feedback on students' writing assignments The analysis is based on data collected from interviews with 10 students, questionnaires completed by 60 students, and 30 individual writing samples from 30 students.
4.3.1 The frequency of giving written feedback
The challenge of providing consistent written feedback from teachers to students is evident, as students anticipate regular attention to their writing to address errors promptly Table 4.1 presents the findings from the questionnaires, highlighting the importance of timely feedback in the learning process.
Table 4.1: Frequency of teachers’ written Feedback
Table 4.1 illustrates the frequency of written feedback provided by teachers on students' writing The data reveals that only 13% of students reported receiving this feedback very often, while a significant 38% indicated that they sometimes received it Additionally, 44% of students stated they often got written feedback, and 5% noted that teachers almost never provided it Notably, no respondents claimed they never received any written feedback from their teachers.
The questionnaire results and student interviews reveal that teachers frequently provide written feedback, but it is often viewed as a time-consuming task by writing instructors.
2002), Noji (1996) argued that writing teachers needed to give comments on students’ drafts However, Vietnamese teachers were constrained to do so because of their crowded classrooms
Feedback in writing, as noted by Keh (cited in Reid, 1993), encompasses comments and corrections provided to students, serving as a crucial instructional tool for individualized learning This study defines feedback as both commentary and error correction, highlighting its significance in the writing process Research by Ferris (2003) and Leki (1990) supports the notion that feedback is most effective when given during intermediate stages of writing Data collected from student questionnaires indicate that teacher feedback is highly beneficial, particularly the manner in which teachers comment on students' writing.
Table 4.2 Helpfulness of teacher feedback forms
Not helpful at all Helpful Very helpful
Questions (Example:What do you mean?) 8 13 49 82 3 5
Statement (Example: This is a bad statement.) 14 23 37 62 9 15
Imperative (Example: Use another word!/ rewrite!) 7 12 40 66 13 22
According to the data presented in Table 4.2, 82% of students found feedback in the form of questions helpful, while 13% deemed it not helpful at all, and only 5% considered it very helpful Additionally, 62% of students reported that written feedback from teachers is helpful, although 23% felt it was not helpful Only 15% rated it as very helpful Regarding imperative feedback, 12% of students found it not very helpful, yet some acknowledged its usefulness In contrast, 70% agreed that exclamatory feedback, such as "Clear!" or "A good sentence!", is beneficial, with only 12% disagreeing Notably, all students agreed that teacher feedback is easy to understand, indicating a consensus that it is clear and unambiguous.
4.3.3 Teachers’ responding to students’ written work
(Students’ response, N= 60) Table 4.3.3 Students’ evaluation
Items strongly agree % agree % neither agree nor disagreed
% Dis- agree % strongly dis- agree
Point out errors in grammar
(verb tenses, subject/ verb agreement, article use…etc.)
Point out errors in spelling 15 25 35 58 10 17 0 0 0
Point out errors in punctuation 5 8 37 62 14 24 4 6 0 0
Point out errors in vocabulary choice
Make comments on the organization of the paper
Make comments on the ideas expressed in the paper
Use a set of correction or proof-reading symbols
Give praises to good points in the writing
Give suggestions how to revise the writing
A survey conducted among students revealed that a significant majority valued teachers' feedback on their written work, with 55% agreeing on the importance of correcting grammar errors, 58% on spelling, 62% on punctuation, and 60.1% on vocabulary choice These fundamental writing errors are crucial for students' development, emphasizing the necessity for teachers to address them in order to enhance students' writing skills.
A significant number of students expressed a preference for providing feedback on the organization (52%) and ideas (60%) of their papers Additionally, 47% supported the use of proofreading symbols, while 48% of teachers favored using red pens for feedback to enhance error correction and retention Notably, 66% of students valued receiving praise for strong points in their writing, and 58% appreciated suggestions for revisions This highlights the importance of positive reinforcement in feedback, as it serves to motivate students in their writing endeavors.
4.3.4 Methods of giving written feedback
This section presents data gathered from student questionnaires, interviews, and writing samples, organized into tables and described in detail The aim is to synthesize the common methods used by teachers in providing written assessments.
Ur (1991) emphasizes the importance of writing teachers maintaining a positive self-image for learners, advocating for positive and non-judgmental feedback Harmer (1983) supports this by highlighting that both praise and constructive criticism are essential, whether in formative or summative assessments, as noted by Reid.
1993) serve the purpose of improving students’ writing The following table
4.3.4.a with data from students’ questionnaire reports two kinds of teachers’ comments on students’ writing papers
Table 4.3.4a Teachers’ comments on students writing papers
Kinds of comments by teachers
The data reveals that 22% of comments on students' writing papers were negative, while only 3% were positive, indicating a tendency for students to receive more critical feedback Despite this, 75% of students reported experiencing a mix of both negative and positive comments from their teachers During interviews, students expressed that these varied responses were beneficial, as they highlighted their strengths and weaknesses, motivating them to enhance their writing skills One student noted, “I think that I like both positive and negative comments; I can see my weaknesses to improve in my writing, and positive comments encourage me to try harder” (Student Nuong).
Analysis of 30 student essays reveals that teachers provided a mix of positive and negative feedback on their writing These samples were gathered to evaluate teachers' commenting techniques, focusing on praise, criticism, and summarization Table 4.3.4b illustrates various methods employed by teachers to deliver both positive and negative comments on student work.
Table 4.3.4b: Teachers’ positive and negative comments on students’ writing samples
- Good use of the vocabulary
- Good use of the tenses and structures
- Unclear ideas and repeated ones
- Look again at the structure of the words
- should arrange the ideas more logically!
- The conclusion should be better!
- Look again at the format of a formal letter! (15 essays)
- Repeated ideas! (5 essays) -Using words again!
-you should try to organize the ideas to form an argument (6 essays)
- Be better with the ending! (2 essays)
- Look again at how to use tenses! (16 essays)
-Be careful with using tenses!
(3 essays) Note: One essay could contain different comments given by teachers
Table 4.3.4b reveals that 21 out of 30 writing papers received positive feedback for their strong ideas, effective vocabulary, and proficient use of tenses and structures This recognition appears to motivate students to engage more in writing, helping them realize that despite the challenges associated with this skill, they can succeed and earn appreciation from their teachers for their hard work.
Out of 30 writing papers, 11 were commended for their clarity in sentences and ideas, highlighting that effective writing must prioritize clarity to avoid confusing readers It is essential for the sentences and ideas presented in essays to convey the writer's intended messages; otherwise, it hinders readers' comprehension Providing feedback on clarity is invaluable for student writers, as it helps them understand their writing proficiency and areas for improvement.
In a review of 30 writing samples, feedback like “Interesting” and “Excellent” was noted, with the former appearing in 6 instances Teachers aimed to commend students and motivate them to enhance their writing skills.
Students’ attitudes towards the actual feedback
This section presents students’ attitudes towards the actual feedback on their writing papers Data presented were collected from questionnaire and interviews with students
4.4.1 Students’ opinions of teachers’ written feedback
Students’ opinions about teachers’ written feedback are displayed in the following table
Table 4.4.1: Students’ opinions about teachers’ written feedback on their writing
Teachers’ comments motivate me to write 45 75
I usually feel discouraged and even hurt with teachers’ comments 2 3,3
Waiting time for receiving teachers’ written feedback is too long 10 16,6
I do not benefit much from teachers’ error corrections 3 5,1
According to Table 4.4.1, 75% of students reported that their teachers' written feedback effectively motivated them to write and encouraged their efforts However, 16.6% expressed frustration over the lengthy wait for feedback, leading to disappointment Additionally, two students felt discouraged by the comments they received, while three others indicated that they did not find much value in the error corrections provided by their teachers.
In interviews, many students emphasized the significance of teachers' comments in enhancing their writing skills, viewing them as essential for identifying errors and weaknesses to improve future assignments One student, Tram, remarked, “I think that teachers’ comments are very important for my writing When I received teachers’ comments, I can correct the errors and find my weaknesses to improve next writing.” This highlights their eagerness for extensive feedback to facilitate their writing progress However, some students expressed frustration over the infrequency of receiving feedback on their papers, often experiencing long waits that hindered their learning Additionally, they noted that feedback limited to error marking without corrections was largely unhelpful.
Most students reported that they found their teachers' feedback difficult to comprehend, primarily due to its general nature They noted that the use of unfamiliar vocabulary and complex structures contributed to this confusion Additionally, a few students expressed that the inclusion of hedges in the feedback further complicated their understanding.
4.4.2 Students’ evaluation of the actual written feedback they received
In this section, data collected from students’ questionnaire are used to discuss how students’ attitudes when they actually received their teachers’ feedback Data are presented in table 4.4.2
Table 4.4.2 Students’ evaluation of teachers’ feedback
The feedback was valuable to me because it helped me revise my writing 19 32
It helped me avoid making errors in future writing 40 66
It did not help at all I kept making mistakes again
According to Table 4.4.2, a significant majority of students (66%) acknowledged that their teachers' feedback was instrumental in helping them prevent future writing errors Additionally, 32% of students found the feedback beneficial for revising their work In contrast, only one student reported that the feedback was ineffective, as they continued to make the same mistakes.
4.4.3 Students’ responses when receiving their writing papers back
This section examines student reactions upon receiving their writing papers accompanied by teachers' feedback The insights are derived from a combination of questionnaires and semi-structured interviews conducted with students As illustrated in Table 4.4.3, the questionnaire responses highlight various student reactions to the feedback received on their writing assignments.
Table 4.4.3: Students’ responses when receiving teachers’ feedback
Correct the errors pointed out by the teacher 25 42
Read the writing again, revise it and rewrite 23 38
Table 4.4.3 reveals varied student responses to teacher feedback on their papers Notably, 42% of students indicated they corrected the errors highlighted by their teachers, while approximately 17% reported regularly revising their writing Impressively, 38% of students stated they read, revised, and rewrote their papers after receiving them Conversely, only two students admitted to taking no action on their returned papers.
Instructor feedback on academic writing enhances students' awareness of their strengths and areas for improvement Positive perceptions of instructors facilitate the acceptance of written critiques, making it easier for students to benefit from feedback Understanding the effectiveness of this feedback is crucial for students to distinguish between acceptable and unacceptable language use.
Interviews with students revealed their immediate reactions to receiving feedback on their writing papers from teachers All students reported that they promptly read the feedback to identify suggestions and corrections Additionally, many discussed the comments with classmates and rewrote their papers at home Notably, 40% of the interviewed students indicated that they consistently revised their work based on teacher feedback They expressed that this practice not only helped them improve for future assignments but also allowed them to understand their teachers' evaluation preferences, enabling them to meet expectations more effectively.
The interviews and questionnaire results reveal that a majority of students value their teachers' feedback on writing assignments, often choosing to revise their papers based on this input This reflects their understanding of writing as a process that requires revision and editing While most students showed a proactive approach to improving their writing skills, a small number displayed indifference, opting not to make significant changes Those who engaged positively with their work demonstrated a strong interest in writing and a desire to enhance their skills, whereas students who reacted negatively appeared less interested or were aware of their writing deficiencies.
Summary
This chapter analyzed teachers' written feedback on writing at Dinh Tien Hoang Secondary School, addressing the research questions outlined in Chapter 1 The findings were also discussed in relation to the literature reviewed in Chapter 2.
CHAPTER 5 CONCLUSION, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER RESEARCH
This chapter highlights the main findings of the study regarding secondary school students' perceptions and attitudes towards teachers' written feedback on their writing It also discusses the pedagogical implications of these findings, acknowledges the study's limitations, and offers suggestions for future research.
Summary of the key findings
Chapter 4 reveals that students highly value teachers' written feedback on their writing, recognizing its crucial role in enhancing their writing skills The majority of students expressed a strong interest in receiving this feedback, as evidenced by their agreement in interviews and questionnaires They acknowledged that their writing improvement would have been significantly more challenging without the guidance provided through teachers' written comments.
The study's findings indicate that most students actively engage with their writing papers after receiving feedback from teachers, correcting errors and addressing strengths and weaknesses highlighted in the comments While some students reported taking no action on their returned papers, interviews revealed that all participants read the feedback promptly to identify suggestions and corrections This demonstrates a general commitment among students to improve their writing skills based on teacher input.
A study of writing samples from 30 students revealed that teachers provided a mix of positive and negative feedback, with praises being more prevalent to motivate students in their writing endeavors However, many students expressed frustration over the lengthy wait for written feedback from their teachers, leading to feelings of impatience and fatigue.
Students expressed that the written feedback from their teachers significantly motivated them to improve their writing skills They recognized that this feedback not only encouraged them but also played a crucial role in helping them identify and avoid future errors Overall, students found the feedback to be invaluable for revising their work effectively.
Implications
From the study findings, some possible pedagogical implications for teachers, students and educational administrators are suggested below
The study reveals that challenges in educational administration hinder effective feedback between teachers and students Key issues include limited time allocated for writing classes and large class sizes, which require urgent attention from administrators to enhance the learning experience.
Teachers are currently allocated only two periods a month for teaching theory and providing feedback on student writing, while secondary school educators are burdened with 19 teaching periods a week This heavy workload limits their ability to offer thorough feedback on student writing To address this issue, educational administration should increase the number of periods dedicated to writing instruction and organize workshops focused on effective written feedback techniques for teachers.
In Quang Tri's secondary schools, overcrowded classrooms with 40 to 45 students hinder effective teaching and learning To enhance educational outcomes, it is essential for school administrations to reduce class sizes to a more manageable 25 or 30 students This adjustment would facilitate better communication and engagement between teachers and students, ultimately improving the learning experience.
Students' writing development heavily relies on teachers' feedback, with written comments playing a crucial role in their improvement However, many writing instructors face significant challenges that hinder their ability to provide effective written feedback Therefore, it is essential for teachers assigned to writing instruction to fully understand their responsibilities in fostering student progress.
Teachers should organize their workload effectively to allocate more time for providing feedback on student writing Timely written feedback is essential, as it enables students to learn from their mistakes and improve their future writing.
High school students' expressed need for error correction and teacher feedback highlights the effectiveness of such guidance However, some students may have unrealistic beliefs about writing due to their limited experience, prompting teachers to adjust these expectations Without this intervention, students might struggle to interpret and act on feedback Therefore, it is essential for educators to clarify how feedback is meant to enhance their writing and the rationale behind its delivery.
Teachers should provide specific written feedback on students' writing to encourage improvement and enhance future assignments By clearly identifying strengths and weaknesses in their students' work, educators can offer constructive praise and criticism It's essential for teachers to use techniques that align with each student's writing style to maximize the effectiveness of their comments.
Research shows that students must understand the value of teachers' written feedback on their writing assignments However, the study also found that not all students respond positively to this feedback To enhance the effectiveness of teachers' written comments, several recommendations are provided for students aiming to improve their writing skills.
Students should dedicate additional time to reading, revising, and rewriting their papers based on the feedback provided by their teachers Furthermore, it is essential for students to remind their teachers about important matters, such as the expected turnaround time for returning graded papers, especially if teachers are preoccupied and may overlook this aspect.
Besides, when students received their teachers’ comments, they should ask their teachers if they did not understand teachers’ comments on their writing papers.
Limitations of the study
This study explores the perceptions and attitudes of grade 9 students at Dinh Tien Hoang Secondary School in Quang Tri regarding teachers' written feedback on their writing It is important to note that the research has certain limitations related to its scope and duration.
The study's scope could be expanded by interviewing more students and collecting additional writing samples from various secondary schools in Quang Tri While feedback was utilized in the writing process, the research focused on a single draft from each student A more thorough investigation of feedback across multiple drafts of each student's writing would provide a more comprehensive understanding of the writing process.
Suggestions for further research
This study highlights students' perceptions and attitudes regarding teachers' written feedback, suggesting the need for further research on a larger scale Future investigations should also examine feedback across multiple writing drafts throughout the writing process.
Conclusion
Teachers' written feedback is a crucial tool for enhancing English writing skills When executed effectively, feedback not only aids in learning but also proves to be a complex yet rewarding endeavor, as noted by Kroll (cited in Celce-Murcia, 1991, p.261).
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This questionnaire aims to gather data for the research study titled “A Study on Students’ Perceptions and Attitudes Towards Teachers’ Written Feedback on Their Writing in Grade 9 Classes at Dinh Tien Hoang Secondary School in Quang Tri.”
Please read the questions carefully and give your answers
Thank you for your cooperation
*How long have you been learning English? ………… year(s)
II Your perceptions and attitudes towards teachers’ written feedback on the writing you received
Please put a tick (V)in the appropriate box or give short answers in the space provided
1 How important is teacher feedback to your writing?
2 How often does your teacher respond to each of your written work?
3 How helpful is the teacher feedback in the following forms to your revision?
Forms of feedback Not helpful at all Helpful Very helpful
Questions (example:what do you mean?)
Statement (example: this is a bad statement)
Imperative (example: use another word/ rewrite)
Exclamation (example: clear! / a good sentence!)
4 Do you find it is easy to understand your teacher feedback?
If NO, can you give the reason(s) why?
b Teachers use new vocabulary and structures in feedback
c Teachers’ including hedges in feedback that confuse me
Read each statement and then decide if you: (1) strongly agree, (2) agree, (3) neither agree nor disagree, (4) disagree, (5) strongly disagree Please tick (V) according to your response in the table
5 When responding to your written work, teacher should always:
Items strongly agree agree neither agree nor disagree
Point out errors in grammar
(verb tenses, subject/verb agreement, article use…etc.)
Point out errors in spelling
Point out errors in punctuation
Point out errors in vocabulary choice
Make comments on the organization of the paper
Make comments on the ideas expressed in the paper
Use a set of correction proof- reading symbols
Give praises to good points in the writing
Give suggestions how to revise the writing
6 What kind of feedback would you prefer to receive?
a negative feedback (example: your writing is very bad, rewrite it)
b positive feedback (example: your writing is rather good, you should try better )
7 How do you want your teacher to indicate an error in your written work?
a By crossing what is incorrect and writing the correct word or structure
b By showing where the error is and giving clue about how to correct it
c By only showing where the error is
d By ignoring the errors in grammar, spelling, punctuation…etc., and only paying attention to the ideas expressed
8 If there are many errors in a paper, what do you want your English teacher to do?
a Correct all errors, major and minor
b Correct all errors the teacher considers major, but not the minor ones
c Correct most but not necessary all of the major errors if there are many of them
d Correct only a few of the major errors no matter how many there are
e Correct all repeated errors whether major or minor
f Correct no errors and respond only to the idea expressed
9 What do you think about teachers’ written feedback on your writing?
a Teachers’ comments motivate me to write
b I usually feel discouraged and even hurt with teachers’ comments
c Waiting time for receiving teachers’ written feedback is too long
d I do not benefit much from teachers’ error corrections
10 What did you do when you received your teacher feedback ?
a I corrected the errors pointed out by the teacher
c I read my writing again, revised it and rewrote
11.How did you feel when receiving your teacher feedback ?
a The feedback was valuable to me because it helped me revise my writing
b It helped me avoid making errors in future writing
c It did not help at all I kept making mistakes again
Câu hỏi này nhằm thu thập dữ liệu cho nghiên cứu của tôi về nhận thức và thái độ của học sinh lớp 9 tại Trường Trung Học cơ sở Đinh Tiên Hoàng ở Quảng Trị đối với phản hồi viết cho các bài viết.
Xin vui lòng đọc các câu hỏi và trả lời
Cảm ơn sự hợp tác của bạn
* Giới tính của bạn: Nam: ……… Nữ: ………
*Bạn học tiếng Anh được bao lâu? năm
Hãy đánh (V) vào ô thích hợp hoặc đưa ra câu trả lời ngắn trong khoảng trống dưới đây
1 Các thông tin phản hồi của giáo viên quan trọng nhƣ thế nào trong bài viết của bạn?
2 Giáo viên có thường xuyên phản hồi lại mỗi bài viết của bạn hay không?
b Gần như không bao giờ
f Trường hợp khác (xin ghi rõ): ………
3 Việc phản hồi của giáo viên hữu ích nhƣ thế nào trong các hình thức sau?
Các hình thức thông tin phản hồi Không hề hữu ích Hữu ích Rất hữu ích
Câu hỏi (ví dụ:ý này có nghĩa là gì?)
Câu trần thuật (ví dụ:đây là ý kiến sai)
Bắt buộc (ví dụ:sử dụng từ khác / viết lại)
Cảm thán (ví dụ: câu này rất tốt )
4 Bạn có thấy dễ dàng để hiểu thông tin phản hồi từ giáo viên không?
Nếu không, bạn có thể cho biết lý do tại sao?
a Thông tin phản hồi là quá mơ hồ
b Giáo viên sử dụng từ vựng và cấu trúc mới trong thông tin phản hồi
c Những từ ngữ mơ hồ của giáo viên gây học sinh nhầm lẫn
(ví dụ, có lẽ, có thể là …)
Vui lòng đọc từng câu hỏi và chọn ô trả lời phù hợp: (1) đồng ý tuyệt đối, (2) đồng ý, (3) vừa đồng ý vừa không đồng ý, (4) không đồng ý, (5) tuyệt đối không đồng ý Xin hãy đánh dấu (V) vào bảng dưới đây.
5 Khi phản hồi bài viết của bạn giáo viên nên luôn luôn:
Các mục Đồng ý tuyệt đối Đồng ý Vừa đồng ý vừa không đồng ý
Không đồng ý Rất không đồng ý
Chỉ ra lỗi ngữ pháp (các thì động từ, chủ đề / động từ, bài viết sử dụng vv)
Chỉ ra lỗi chính tả
Chỉ ra lỗi trong dấu chấm câu
Chỉ ra lỗi trong sự lựa chọn từ vựng
Nhận xét về bài viết
Nhận xét về ý tưởng thể hiện trong bài viết
Sử dụng chửa lổi thích hợp
Sử dụng bút đỏ - bút màu Đưa ra những lời khen hay trong bài viết Đưa ra gợi ý làm thế nào để sửa lại bài viết
6 Những loại thông tin phản hồi bạn muốn nhận đƣợc?
a Phản hồi phê bình (ví dụ: bài viết sai, viết lại)
b Phản hồi khen ngợi (ví dụ: bài viết khá tốt cần cố gắng hơn)
7 Bạn muốn giáo viên chỉ ra những lỗi trong bài viết của bạn nhƣ thế nào?
a Bằng cách gạch bỏ những gì sai và viết lại từ và cấu trúc đúng
b Bằng cách chỉ ra những lỗi sai và đưa ra gợi ý sửa
c Bằng cách chỉ ra lỗi
d Bằng cách bỏ qua những lỗi ngữ pháp, chính tả, dấu câu, vv… và chỉ chú ý đến ý tưởng thể hiện
e Trường hợp khác (xin ghi rõ) ………
8 Nếu có nhiều lỗi trong một bài viết, bạn muốn giáo viên tiếng Anh của bạn làm gì?
a Sửa chữa tất cả các lỗi, lớn và nhỏ
b Sửa chữa tất cả các lỗi mà giáo viên chú trọng, nhưng không phải là là lỗi nhỏ
c Sửa các lỗi cần thiết nhưng không phải là tất cả các lỗi
d Sửa chữa chỉ một ít trong số các lỗi chính
e Sửa chữa tất cả các lỗi lặp đi lặp lại cho dù lớn hay nhỏ
f không sửa lỗi chỉ chú trọng đến ý tưởng
9 Bạn nghĩ gì về phản hồi của giáo viên trong bài viết của bạn?
a Nhận xét của giáo viên động viên học sinh viết
b Bản thân thường cảm thấy nản lòng và thậm chí là bị tổn thương với những lời nhận xét của giáo viên
c Chờ bài phản hồi của giáo viên quá lâu
d Bản thân không được hưởng lợi nhiều từ những lỗi giáo viên đã sửa
e Trường hợp khác: (vui lòng ghi cụ thể )……….………
10 Bạn đã làm gì khi nhận đƣợc sự phản hồi của giáo viên ?
a Tôi đã sửa những lỗi sai mà giáo viên đã chỉ ra
b Tôi xem lại bài viết
d Tôi đọc, xem lại bài viết và viết lại
e Tôi không làm gì cả
11 Bạn cảm thấy nhƣ thế nào khi nhận đƣợc phản hồi của giáo viên trên bài viết của bạn?
a Các thông tin phản hồi rất có ích với tôi vì nó giúp ôn lại kỹ năng viết
b Nó giúp tôi tránh được lỗi trong các bài viết sau này
c Nó không giúp ích được gì cả Tôi tiếp tục mắc lỗi
List of semi-structured interview questions for students
1 Do you think teachers’ feedback is important in improving your writing? Why or Why not?
2 What do you think about teachers’ error corrections?
3 What types and forms of teachers’ feedback do you often receive?
4 What features of writing (e.g grammar, spelling, punctuation, vocabulary choice, organization of the paper, the ideas expressed…) do often you receive on teachers’ feedback on your writing?
5 How often does your teacher give feedback on your writing?
6 How do you think about teachers’ comments?
7 What do you do when receiving teachers’ written feedback?
Danh sách các câu hỏi phỏng vấn dành cho học sinh
1 Bạn có nghĩ là thông tin phản hồi của giáo viên quan trọng trong việc cải thiện kỹ năng viết của bạn? Tại sao có và tại sao không?
2 Bạn nghĩ gì về các lỗi sai giáo viên sửa?
3 Những loại và hình thức thông tin phản hồi của giáo viên mà bạn thường nhận được?
4 Những yếu tố nào của bài viết (như ngữ pháp, chính tả, dấu câu, cách chọn từ vựng, cách sắp xếp báo cáo, ý tưởng thể hiện) bạn nhận được từ việc phản hồi của giáo viên trong bài viết của bạn?
5 Giáo viên có thường xuyên đưa ra thông tin phản hồi cho học sinh không?
6 Bạn nghĩ gì về những lời nhận xét của giáo viên?
7 Bạn làm gì khi nhận được phản hồi của giáo viên?