Luận văn thạc sĩ Lý luận và phương pháp dạy học môn tiếng Anh: Exploring the Teachers' use of Corrective Feedback in Speaking Skills to EFL Learners

Nguyễn Hoài ÂnEXPLORING THE TEACHERS’ USE OF CORRECTIVE FEEDBACK IN SPEAKING SKILLS TO EFL LEARNERS LUAN VAN THAC Si NGANH KHOA HOC GIAO DUC Thanh phố Hồ Chi Minh - 2023... BỘ GIÁO DỤC V

Nguyễn Hoài Ân

EXPLORING THE TEACHERS’ USE OF

CORRECTIVE FEEDBACK IN SPEAKING

SKILLS TO EFL LEARNERS

LUAN VAN THAC Si NGANH KHOA HOC GIAO DUC

Thanh phố Hồ Chi Minh - 2023

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC SƯ PHAM THÀNH PHO HO CHÍ MINH

EXPLORING THE TEACHERS’ USE OF

CORRECTIVE FEEDBACK IN SPEAKING

SKILLS TO EFL LEARNERS

Chuyên ngành: Lý luận và phương pháp bộ môn day học môn tiếng Anh

Mã số : PPTA 381356

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

NGƯỜI HƯỚNG DÁN KHOA HỌC:

TS PHAN NGỌC THẠCH

Thành phố Hồ Chí Minh - 2023

I would like to show my gratitude to all who have supported me from the beginning.

To begin with, my supervisor — Dr Phan Ngoc Thach, I would like to express

my sincere thanks for agreeing to guide me His warmth, enthusiasm, and humor

made me comfortable walking on the long journey I am genuinely grateful that he

did not hesitate to assist immediately, even when the time was tight In addition, he

is the one who gives directions and valuable advice for me to complete my thesis inthe best way

In the second place, I would like to thank the Faculty of English Language for

facilitating the learning and research process over the past (wo years In particular, Dr.

Nguyen Thanh Binh — Dean of the Faculty, and M.A Le Dinh Tung are the ones who

encourage and support the procedures and information related to the curriculum.

Thirdly, I would like to thank all the lecturers who taught the subjects The teachers were enthusiastic in conveying Knowledge, helping us understand the

education field deeply, the meaning of actual teaching, and professional expertise.Despite the limited time and the impact of the Covid-19 pandemic, they always givetheir all I am equipped with full knowledge of my product

Thanks to my classmates in K31 The time we spent together was not much,

but they always supported and helped each other throughout the learning process and

working on the thesis I wish all K31 members every success Furthermore, I wouldlike to thank all the teachers and five classes participating in the study With thepermission of the English center representative, the teachers cooperated and seriouslyshared their opinions on the topic

Another critical part is a thousand words of thanks to my family, especially

my parents and sister It is not easy to get to where I am today; they are still by myside and give me moral support

Finally, | want to express my admiration for myself Thank you for alwaystrying Thanks to myself for not giving up I believe that my decision to continue the

MA degree will open a new and brighter door for the future

175 RESEATCHI(DIRGSHDDS 120012424221221212111221202122211122212202120)331033)313112231)22139593333142311311353) 3

;4 TYH6SISIŒVETVIENW:::: :ccc:ii21:222122101222122012915525155555293552836335385385025855650236585Z2385.235s32353 +

CHAPTER 2 LITERATURE REVIEW ccsssesssesssesssessnessnssenesenesenseensssenenenenenes 4

2,1 The Concept Of Speaking: cs.cccciceisscisiesssorssvascoassscsisaisvessssaseaaceaasisasanciisaaivaneseas 4

DU: WAS Speake? scssiscescicssssasssasssssscesssssscssssessssasseassesstsasseastsasszssessanseastees: 4

2.1.2 The Characteristics of Spcaking - ác HH, 52.1.3 The Difficulties in learning Speaking - - ccc<eeee.eerke 6

2:4, Teaching Speaking ¡iisooiaiiasiiieiiisiiosiiisiti411116112411611351358155412136118511881588158218886đ 9

2:2 Ihe:Coneept:ofiEeeHBseE :s.::-: ::: :-:::-::::2::222221412212219120122551223822612c305e 10

2.2.1, The Definition Of FeedfACE:iooasoosooanaanoaaoaiiainniniatiniiniiisgiataatna 10

2.2.2 The Corrective Feedback (CF) oo 00cccccccccccccececeeecseeceeseesecceseeseeceeeceseceeee 122.2.3 The Techniques of Oral Corrective Feedbaek - « -<ccc<c- 12

2.3 The relationship between feedback and teaching Speaking and Speaking

SÌϧ:::::::2222222221222122121251123113350535112333933323136335583383233983 3532386833583 3835383392355953573554355 8438735350 17

2.4 Teachers’ beliefs and practices gi)13631865385155653853835818 cii38515565385355353853584 19

2.5 The related studies - - - HH nu nu kg 20

2.5.1 The J anaaadađdđáiđiđiiiiŸỶÝääääảảä 20

2.5.2 The Foreign S(UdiïCS SH 2H 2 HH Hàn HH HH 24

2.6 The theoretical framework of the studyy - cs-cesseeeeererreeee 27

CHAPTER 3 METHODOLOGY ccccscscscscsescsosccsscosceosccosesesnseonssonecsnecsnsesoscooscesseoes 29

CHAPTER 4 FINDING AND DISCUSSION Hee 36

4, PING ;iiii:2icsiiiiii2i40201211012110411631534113311643353135338843383138318548354558354538335884355483543884 36

4.1.1 Questionnaires and Ín(€Vi@WS HH He nrsegxesze 36

đ.I,2::OUS€TVRHOTS ;iicoibaiiiiiiiaiiiaiiiiiiiiitt31144111211461148201581333511681335518351885538381683831318 484-2: IDÌSG055]GÏi::::-.:siisiiississiiiii152112232201322316336123159385693859355338533383353233582553625558 825883 55

4.2.1 Teachers’ understandings of Corrective Feedback in Speaking 55

4.2.2 Teachers’ Corrective Feedback Practices in Teaching Speaking 58

4.2.2.1 Comparison of teachers’ applications in survey and interview 58

4.2.2.2 Comparison of teachers’ understanding and practices in usingOME CURVE MOCO ACK: ccscacseasssacccacsasasssasceasucasasasscassssacseascnauseaaseascsaesesasneas7eeuseas=04 59

CHAPTER: 5: CONCLUSION ssicssscsssccssssscssscccessecsnesssesestsecsesscesssesasesecssescsseoseessees 64

5; MBjGTITđÌDBS::::::::iic22i:21002210225123111211351523119355233583336335E553633523383335 83382358 8353635 852 64

5.1.1, Answer to research question number Ì ssutanasecsssctuserissties 64

5.1.2 Answer to research question number 2 ceeeeexerreeee 655.2 The significance Of the SUỦY ĩ5 1H SH HH HH HH He 66

5:3 IFE(5EGEIGäIIIDIPIIGAäHGÏS::::::::-:ic:icciicsct222i221111211631120112253585359351333863963536383 855588 67

5.4 Limitations Of the SUUỞY cv HH HH nh nh nàn nhe 68

5.5 Recommendations for further studies - 5S eeee 69

REF EREN Ch visssisiisssisiisisinsinnniniinnnsnnnnnninnnnniinnninnnnmnnnsnne 71

APPENDICES Ăn HH HH ng ng 10111 8410870100000880570 76

LIST OF ABBREVIATIONS

CF Corrective feedback

L2 Second language

ssw CỔ

IEAP Intensive English for Academic Purposes (course)

ESP English for specific purposes

EFL English as a Foreign Language

LIST OF FIGURES

Figure 2.1 A basic model for teaching productive skills (Harmer, 2007, p.176) 10Figure 2.2 A model of feedback to enhance learning . .~- 1]

Figure 2.3 The categories of feedback techniques (Kerr, 2017, p.7) 15

Figure 2.4 Examples of more or less direct techniques for giving corrective

feedback on speaking tasks (Kerr, 2020, p 8) - 15

Figure 2.5 Framework for the analysis of teaching practices and beliefs (Education,

2009: POU) cciccciceieieiiosgiisiinSE0231102112514105315518835185i88581883555888853383355543 8558851558 20Figure 2.6 The Theoretical framework of the study -.- 5555552 27Elignre 4,1 The leveligf learterS: -3::::scasscssscasssassscssseasecasscssecsesessssassecacseauscassestsoasees 36

Figure 4.2 The number of learners in a ClassrOOM à 25c 6c cv 37

Figure 4.3 The errors made in the classrOOMS S5 ẶĂS SG S S2 sSeeeeeeree 49

Figure 4.4 The CF moves in the €]aSSTOOINS_ à 2S 22251222 Ssyrssves 52

Figure 4.5 The timing of Corrective feedback moves in the classrooms 54

LIST OF TABLES

Table 2.1 The English periods at schools 2 0 cccccccececceeeceecsetecteseceeeeteceeeeeseeneeees 8Table 2.2 The categories of corrective feedback (Sheen, 201 l) - 13

Table 2.3 Students’ beliefs about targets of oral corrective feedback (Ha & Nguyen,

DOD; (iS) cccccic¿t:222::2212522523555351555553535535565355353535858535355595352556858548555855555136535E 21

Table 2.4 Taif University’s EFL teachers’ beliefs about the use of Oral Corrective

Feedback Techniques in their classrooms (Alkhammash & Gulnaz, 2019,

Table 2.5 Taif University’s EFL teachers’ general practices about the use of Oral

Corrective Feedback Techniques in their classrooms (Alkhammash &

Gulnaz, 2019, p.47) chì ng go ng nọ gà nhe 26

Table 3.1 The timeline of collecting the data -S.c-<cc-<<xe<ee- 34

Table 3.2 The purposes of survey and inlervieW cà Scnhneieesee 35

Table 4.1 The level of learmers 0.00 ec cce ccc cseeeeeeeeeeaseeaeteesseccaseaeeeaseeasseesneeenes 36

Table 4.2 The teachers’ understanding of Corrective feedback 38Table 4.3 The types of corrected ©TTOTS che, 40

Table 4.4 The timing of Corrective feedback - cSScecseeeeerrrerree 42

Table 4.5 The types of given Corrective feedback các 44

Table 4.6 The number of errors and CF moves in the classrooms 49

Feedback plays a crucial role in both teaching and learning It enables for

educators to assess a student’s progress and provide guidance on areas that require

improvement Feedback also helps students to identify their strengths and weaknessesand take corrective measures It also can boost students’ motivation and confidence,

leading to better outcomes When it comes to giving Corrective feedback (CF), it’s

vital to approach the situation with care and thoughtfulness CF can be a powerfultool for encouraging learners to reflect on their performance and take ownership oftheir learning Be clear and specific about what needs to change and offer suggestionsfor how to make those changes To discover this process, the study aims to find out:(1) the teachers’ understanding of Corrective Feedback in the Speaking classes, and(2) the teachers’ practices of Corrective Feedback in teaching Speaking skills

The mixed method is used to investigate the usage characteristics of teachers

in the classrooms The researcher collected the data by using three instruments,including questionnaires, interviews, and observations There was a total of twenty-five teachers officially participating in the study, five teachers out of 30 wereinterviewed and observed in their five classes The results found that most teachers

are aware of the necessity of CF in teaching Speaking Teachers give the proper CF

corresponding to the objective of the lesson With the right approach, corrective

feedback can be a powerful tool for growth and development It encourages students

to reflect on their performance and take ownership of their learning In terms ofpractice, Recasts and Metalinguistic are two sorts of CF that are usually provided in

teaching Speaking It is different from teachers’ belief when they prefer Prompting

to Reformulating From the above factual results, teachers need to focus on variousaspects of Speaking skills when responding to leamers’ mistakes morecomprehensively At the same time, learners also have the opportunity and are expected

to self-study after receiving suggestions from teachers Finally, teachers need to sketch

out wisely when providing CF to avoid affecting learners, and for CF to functionproperly

CHAPTER 1 INTRODUCTION

1.1 Rationale

In an integrated society, it is evident that English is a popular language withthe most extensive coverage globally English is a language required for most youngpeople when going to school or work The education system in Vietnam has beenchanging since the Fourth Industrial Revolution in recent years The nationaleducation system has also been reformed to adapt to influences from many fields.The new English curriculum in 2018 is a good case in point; the criteria arerevolutionized to suit the modern trends in education Learner-centered and learning-centered are two new concepts in teaching Many experts consider the academic

revolution to be prolonged despite the positive educational changes.

It cannot be denying the desired results of the English program innovation

scheme The role of teachers in teaching and learning is crucial to students’ skills and

cognitive development They attempt to change teaching methodologies andassessment approaches to be more flexible and effective in helping learners achievetheir goals However, the roles and tasks of learners have been raised with precise

requirements Learners must master and contro] their learning processes and

strategies with guidance and direction In addition to receiving evaluations andcorrections from the teacher, students use feedback to self-check and measure theirprogress According to Nunan (2003), a significant gap exists between program goalsand classroom practice Our English program focuses only on grammar, neglecting

lo practice communication.

In the realm of education, providing corrective feedback to learners is a vitalaspect of the learning journey It is imperative for instructors to offer feedback that is

both constructive and beneficial to the student Corrective feedback can manifest in

various forms, like positive reinforcement, constructive criticism, or even punishment

under certain circumstances The ultimate aim of corrective feedback is to aid the

student in their learning and development, rather than simply penalizing them fortheir errors Feedback can be seen as a guide to help learners understand their leveland improve in line with expectations

For speaking skills, learners must have much practice to reduce the number of

errors In acquiring a language, learners will inevitably make mistakes, evident in

learning a second language In this case, the teacher's feedback on errors is viewed asinpul that helps learners perceive and remember more knowledge “Feedback is animportant component of the formative assessment process Formative assessment

informs teachers and students about how students are doing relative to classroom

learning goals.” Brookhart declared (2008, p 1) Providing feedback is an integral

aspect of the teaching process It involves furnishing students with information

regarding their course performance or assignment performance Feedback informsstudents about their progress and areas that require improvement while guiding

teachers on where to concentrate their efforts

Based on a synthesis of Chaudron's (1988) from related studies, teachers gave CF

erratically, so learners is not concern about teachers’ reflection on mistakes The

problem is how Vietnamese teachers handle mistakes in learners’ speaking products.

Are there rules, criteria for assessing competence, or mistakes to help learnersimprove their speaking skills, or communicate more effectively? The study willexplore teachers’ understanding of Corrective feedback and how teachers exploit it toteaching Speaking in the classes

1.2 Research Aims

This study is carried out

— to explore the teachers’ understanding of Corrective Feedback in the

Speaking classroom

— to find out the teachers’ practices of Corrective Feedback in teaching

Speaking

1.3 Research Questions

The thesis will address the following questions:

1 What are teachers’ understanding of Corrective Feedback in Speaking?

2 What are the teachers’ Corrective Feedback practices in teaching Speaking?

1.4 Thesis Overview

The study consists of five chapters Beginning with the introduction chapter,the section showed the general circumstance of teaching and learning English atpublic schools and private educational institutions The research aims, and questionswere built up in this chapter The second chapter presented the theoretical review of

the term feedback and corrective feedback in teaching speaking Chapter three

continued to clarify the methodology used to conduct the data The researcher choseappropriate instruments to collect and analyze the data based on the hypothesis Theresearch procedure and the way to process the figures were shown evidently The nextchapter would examine the statistics after the survey, interviews, and observations

The teachers’ beliefš and practices in using corrective feedback to teach Speaking

were discussed Likewise, the gap between teachers’ understanding and practices was

also signified The last chapter concluded and gave the overall picture of using

corrective feedback in a speaking class The investigator extended the other regard,

including the limitation of the study, the implication for education, and the suggestionfor future research

CHAPTER 2 LITERATURE REVIEW

2.1 The Concept of Speaking

2.1.1 What is Speaking?

Speaking skills involve a variety of segments such as producing phrases,

sentences, pronunciation, sociolinguistics — discourse, and strategy

This ts the way to evaluate whether one person has mastered the language AsMatin (2013) stated, a learner’s fluency in speaking measures their proficiency in that

language In Chastain`s opinion (1988), speaking is an interactive process of meaningconstruction that includes producing, receiving, and processing information (Brown,

1994: Burns & Joyce, 1997) Speaking is an activity of delivering a massage between

the speaker and listener orally In other words, the main point of the speaking activity

is that speakers communicate their message to the listeners Furthermore, in speaking,some aspects should be considered An educational textbook integrates traditional

speaking domains such as pronunciation, stress patterns, intonation, and language function with lexico-grammar in spoken language, conversational strategies,

discourse features, and situational contexts (Boyer, 2003) According to Brown(2007), speaking is a skill that can be immediately and impartially evaluated;correctness and fluency are typically linked to such observations While he also states

that speaking is the product of the creative construction of linguistic strings, the

speakers make choices of lexicon, structure, and discourse Speaking is the most

crucial skill for efficient communication Humans can express their emotions and

ideas, say storics, request, talk, discuss, and show the various functions of language

2.1.2 The Characteristics of Speaking

Mazouzi (2013) asserts that learners’ activities should be designed based on

an equivalence between fluency and accuracy achievement Fluency and accuracy are

essential features of the communicative approach “The first characteristic of

speaking performance is fluency, and it is the main aim of teachers in teaching

speaking skills Speaking is an activity of reproducing words orally” (Leong &

Ahmadi, 2017, p36) Hughes (2002) claims fluency is the capacity to talk clearly and

avoid breaking down communication because listeners could become bored Hedge

(2000) judges that fluency is the ability to answer coherently by connecting wordsand phrases, pronouncing the sounds clearly, and using stress and intonation (as cited

in Leong and Ahmadi, 2017) Castaneda and Roderquez (2011) affirm that fluency

means speaking smoothly and continually without thinking of selecting the correct

word Fluency shows naturalness when the speaker communicates It shows the

learners’ understanding; they can listen, understand, reflect effectively, and givecorrective responses

The second characteristic of speaking is accuracy Learners should be fluent in

learning a foreign language Therefore, teachers should emphasize accuracy in theirteaching process Learners should pay enough attention to the exactness andcompleteness of language form when speaking, such as focusing on grammaticalstructures, vocabulary, and pronunciation (Mazouzi, 2013) To gain accuracy in terms

of vocabulary means to select suitable words in proper contexts Learners sometimes

apply similar words or expressions in contexts that do not imply similar things So,

learners should be able to use words and phrases correctly Furthermore, he argues that

pronunciation is the lowest level of knowledge learners typically pay attention to Tospeak English accurately, learners should master phonological rules and know thevarious sounds and pronunciations In the English program of our national system in

school, students are taught about grammar Teachers always focus on grammar and

vocabulary in English classes It can dine that accuracy is attached to particular

importance to learning English students.

In contrast to writing, fluency in speaking is more important than accuracy.When communicating, learners always appreciate fluency because of the styles ofsociety, and in communication, the speaker can adjust to suit each specific case Not

to mention, new vocabulary and slang words are created every day, affecting accuracy

to some extent Therefore, the communicator cannot control 100 percent accuracy

Like a child's language formation, language learners acquire language by hearing andproducing syllables when ready Pronunciation, vocabulary, and structure may be

Wrong initially, but they can correct those things independently with support and help

from those around them From this perspective feedback generally affects languagedevelopment and skills In education, teacher feedback is vital to help learnersimprove their levels

2.1.3 The Difficulties in learning SpeakingThe research of Hosni (2014) surveyed grade 5 students in Oman The data on

this issue revealed linguistic difficulties, mother tongue use, and inhibition

According to the other study, difficultics in speaking English students of the

English Department of Sytah Kuala University faced are pointed out by Hendra(2012) The routine matters during the process of learning and teaching speaking are:

® Students often have no idea about what they want to say

¢ If they make mistakes, they feel shy, uncomfortable, and unconfident

¢ Students are afraid of making errors in class because classmates will laugh

at them

® Students are not used to speaking English in class, so their pronunciation

and vocabulary are poor and confined,

In 2018, research from one Vietnamese group showed difficulties for

English-majored first-year students, Problems include internal and external factors, The issuesrelated to internal factors include needing more vocabulary to express ideas in

speaking English and the limitation of communicating English strategies The

problems related to external factors are divided into four small groups: lecturers’teaching methods, teaching curriculum, in-class English learning environment, andextra-curriculum activities, The extra-curriculum activities are the most challengingfor students among these four factors Many students admitted that they often usedVietnamese to communicate after school rather than regularly practicingcommunication in English In addition, English clubs and English communities arealso limited, so they do not have the appropriate environment to practice speakingEnglish Because English majors students, when studying in-depth, will encounter

many problems with skills, including speaking skills Difficult is undeniable when

learning a language However, these difficulties can be overcome if the causes are

found (Vo et al., 2018)

In a recent survey of factors that affect learners’ speaking skills, the researcheridentified two main groups: linguistic aspects and the learning environment (Tran,2022) In the first group, vocabulary, grammar rules, pronunciation, and accent arefour linguistic factors that make learners not confident enough to communicate.Learners admitted that they lacked knowledge of the language Therefore, they couldnot speak well In the second group of causes, the leading cause comes from negativeteacher evaluations From the findings, teachers reacted to mistakes that learners

faced negatively That is why corrective feedback plays a vital role in learners and

the process of teaching and learning speaking skills

The new English curriculum (Ministry of Education and Training [MOET],

2018) states that 12 education grades are divided into 2 phases The first phase

consists of grades | and 2; the second is from grades 3 to 12 The teaching methods

that are expected to be applied in the classroom are Total Physical Response (TPR),

Task-Based Learning (TBL), Project-Based Learning (PBL), and ExperientialLearning These are all new methods for the Vietnamese education system, as well

as for teachers Most of these methods focus on learners and classroom activities Itmeans that learners have more opportunities to practice skills Based on the CommonEuropean Framework of Reference for Languages (CEFR), Vietnam also offers a

competency framework for evaluating foreign languages called the Vietnamese

Standardized Test of English Proficiency (VSTEP), divided into six levels from level

1 to level 6 K-12 corresponds to 3 levels The number of English periods at school

will be allocated as shown in Table 2.1:

Table 2.1 The English periods at schools

Levels of education

Secondary school Level 2

The requirements and goals of each level are raised, but the number of lessons

is reduced Time is not guaranteed for teachers and students to learn and operateduring school hours It is easy to see that the content of the new curriculum has beenedited to suit social goals and requirements Educationists do not have the rightamount of time to do that

To summarize, the difficulties that learners face and encounter when learningEnglish are a lack of vocabulary, inability to flexibly use grammar-sentence structure,shyness to speak, and influence from their mother tongue Thus, in the context of

Vietnam, the research papers also show similar characteristics, Vietnamese educators

even recognize these limitations The problem is to improve the interaction betweenteachers and learners Schools have had limitations and need a long time to change,even a revolution, to solve them thoroughly On the contrary, the foreign languagecenter environment has advantages and partially solves the problem Thus, the bond

between teachers and students is very close Corrective feedback will bridge this

relationship because teachers need constant, regular feedback to motivate learners.

Moreover, learners always need accurate, timely guidance Therefore, teachers need

to have appropriate methods to guide learners in the right direction in English andskills classes and limit the above difficulties In addition, teachers must encouragewith feedback and use feedback to support learners in achieving goals andexpectations,

2.1.4 Teaching speaking

Willis (1996) recommends applying tasks in activities to teaching speaking

skills, with three significant steps as follows:

® Task: Learners work in pairs or groups to solve tasks using existing

knowledge In this step, the teacher acts as a guiding and motivating monitor

e Planning: Learners prepare draft products to show in front of the class They

can get help from the teacher

¢ Report: Learners present their work, compare it with each other and receivecomments from classmates and teachers The teacher has not yet directly corrected

the student's error.

— The language-focus

¢ Analysis: Learners do language-focused tasks which the teacher prepares

Then, the teacher reviews the investigation results, maybe listing Keywords on the whiteboard Students are permitted to take notes.

¢ Practice: The teacher conducts practice activities using repetition, memory

challenge, Sentence completion, matching, etc

Harmer (2007) draws a diagram for teaching output skills (see Figure 2.1) It

is casy to sce where the feedback is Feedback is provided after the learner presents

the product and can appear before the task If compared with Richards’s cycle,

feedback is also mentioned but in an indirect form At task stages, teachers only give

suggestions to stimulate learners’ self-discipline

5S have ail theinformation the

T monitors the

ta

T gives task -ccccaed

feedback

Figure 2.1 A basic model for teaching productive skills (Harmer, 2007, p.176)

2.2 The Concept of Feedback

2.2.1 The Definition of FeedbackFeedback is an essential element in the classroom that reflects the teaching andlearning process Feedback can be provided flexibly Feedback is usually given tosummarize and make general comments Feedback is an information response, collecting

results to evaluate the original purpose, forming a cause-effect chain In education,

feedback is the teacher's assessment, commentary, and correction of the student's work,

lcarning results, or learning process, In many cases, feedback is not only comments on

learners’ performances but is also an encouragement that boosts their confidence.Teachers can give feedback, and learners can also be providers

As stated by Brookhart, “Feedback matches specific descriptions and

suggestions with a particular student’s work.” (2008, p 1), Feedback gives students

the information and suggestions they understand to improve their learning Learners

often cannot identify errors or omissions in their work or performance Therefore, the

teacher is the one who helps them to point out those things and guides the learners to

correct them On the other hand, when learners reach a certain level and have

relatively stable foreign language abilities, they can self-correct and check for gaps

or errors, Hatue and Timperley (2007) propose a four-level feedback model, whichincludes feedback about the task, task processing, self-regulation, and student performance

Feedback is built throughout the learning process, from the starting point to each

milestone Here is how to hit and double-check what the learner has achieved andwhat is missing or wrong Either way, directly or indirectly, feedback is expressed inmany ways, but the aim is to benefit language learners

Hattie and Timperley considered feedback “one of the most powerful

influences on learning” (2007, p 81) Learners can receive positive and negative

feedback in the teacher's learning process Winne and Butler (1994, p.5740) define

“feedback as information with which a learner can confirm, add to, overwrite, tune,

or restructure information in memory.” The model of feedback to reinforce learning

was also generalized.

The discrepancy can be reduced by:

Students

* Wereased efor 359 aroma of moe efective seoeo#es OF

* Abev4csro bhating, or rearing the gous

Teachers

thà | “90/39 5) of acters | about De learner

Figure 2.2 A model of feedback to enhance learning

(Hattie & Timperley, 2017, p 87)Brookhart (2008) shows her opinion on the role of feedback in teaching If

teachers can utilize input correctly, it is mighty to address “cognitive and motivational

factors” simultaneously The cognitive element of good feedback is that it provides

students with the information they require to comprehend where they are in their

learning and what they should do next Most students gain control over their knowledge

if they believe they understand what to do and why—the motivating component Thus,

good feedback will provide learners with helpful information and comments to know

what they have done and what needs improvement Based on the lesson plan and the

teacher's desire, learners should achieve fluency or accuracy with which feedback is

provided flexibly (Harmer, 2001)

2.2.2 The Corrective Feedback (CF)Corrective feedback is also known as negative feedback or error correction

Feedback can be given in response to students’ oral or written work, with oral

feedback occurring most frequently during interactions (Brookhart, 2008) Negative

evidence is also the reflection of the teacher to correct learners’ errors and

grammatical rules Nassaji and Kartchava (2017) have combined points from

previous educators and provided some highlights of corrective feedback and second

language acquisition From a cognitive aspect, corrective feedback is essentialbecause it aids learners in building “a correct mental representation” of the targetlanguage and refining their hypothesis Moreover, learners can identify the gapbetween the target L2 and the target form (Long, 1996)

One early definition of Chaudron is that CF follows “any reaction of the

teacher which transforms, disapprovingly refers to, or demands improvement of the

learner utterance” (1977, p 31) The teacher's comments during the teaching process

can be considered feedback Kerr affirms the usefulness of error correction in foreign

language teaching There are three principal and complementary goals: “improving

the fluency, accuracy, or complexity of learners’ speaking, motivating learners, and

promoting learner autonomy” (Kerr, 2020, p 2)

2.2.3 The Techniques of Oral Corrective FeedbackLyster and Ranta (1997) form six negative feedback types: recast, elicitation,

repetition, metalinguistic feedback, explicit correction, and clarification requests The

researchers combine and clarify three main kinds of CF: recasts, clicitations, and

Table 2.2 The categories of corrective feedback (Sheen, 2011)

reformulation of the learner's

incorrect statement that directsthe learner's attention to the

error area

It happens in a situation where

is a failure of communication

Theunderstand what the leamer

teacher doesn’t

has said and reformulates what

he/she expected,

The teacher helps to point out

errors and correct them directly

“It's not X but Y°, “You shouldsay X°, ‘We say X, not Y’

The thecorrect form and explains the

By saying ‘Sorry?’, ‘Pardon

me?, or ‘I don’t understandwhat you just said,” the teacher

signals that something iswrong in the learner`s

utterance.

With cmphatic stress, the

teacher echoes the learner’sutterance to signal thatsomething is incorrect

Elicitation is a technique for

fostering self-correction in

which the learner's speech isrepeated up to the point where

the error occurs.

The teacher gives the

metalinguistic comment

without correcting the error.

The learner is encouraged to

S: Everyone arehappy when hearingthat news

Building on previous research, Sheen further analyzed and proposed seven types

of corrective feedback "Recast" is the most common method mentioned in most researchpapers Many educators also agree that recast is an effective technique that addresses

errors in learners’ statements by reformulating (Lyster & Ranta, 1997) Like recast,

explicit is a direct approach in which the teacher offers the corrective form to helplearners recognize mistakes immediately, On the contrary, elicitation is an output-promoting that encourages learners’ self-check

© The teacher says that they do not

understand the learner's utterance.

¢ The teacher uses rising intonation to repeat

the phrase and stresses the error it contains,

© The teacher repeats the beginning of the

phrase which cantained the error, but stops

before the error in order to elicrt the correction

® The teacher gives a short due to the

way an error needs to be corrected

(c.g ‘Past tense?’ or ‘Article?’

© The teacher provides the corrected

form and stresses the correction.

© The teacher gives a short explanation

of why an error needs to be corrected

and provides the correct form.

Figure 2.3 The 5 categories of feedback techniques (Kerr, 2017, p.7)

Clarification request Simple reformulation

S They no win a lot S They no win @ fot.

T: I'm seery, Edon't T: Ah, OK They

understand doert can a bot

Repetition

& % They mo earn a lọt

ra T: They no earn a lot, (The

+ teacher stresses no" says this

word with ising intonation,

of uses a hand gesture /

makes @ facial expression

while saying ‘no’ to indicate that there is a problem here)

Clictation Explicit correction

% They mo earn a lọt S They no earn a bot

T: They fLong pause Ÿ: You need to say ‘They

accompanied by pesture / coc t earn a bot’ (The teacher

expression) earn a lot stresses the corrected foemJ)

Or T: No eam? (The teacher +í accompanies the prompt

= With Oeste or expression)

tad w

Metalinguistic due Explicit correction with

S They no een a bot metalingustic clue

T: Negative form? S They no ean a bot

T: Remember you need

“hort to make the negetive

They dort earn @ kot

Figure 2.4 Examples of more or less direct techniques for giving corrective

feedback on speaking tasks (Kerr, 2020, p 8)

Kerr divides CF into two large groups, “(1) the kind of feedback given and (2)

how implicit or explicit the guidance is” (2017, p 6) In the first technical group,learners receive corrections directly from the teacher This means the teacher willgive the correct answer, In contrast, for the second group, in the first technical group,learners receive corrections directly from the teacher (see Figure 2.3)

In a recent report, Kerr (2020) slightly edited the feedback provided fromindirect to direct (sce Figure 2.4) However, the nature of the types of correctivefeedback does not change He grouped them by properties so educators could easilyapply them in practice Kerr (2020) considers indirect feedback to provide thefollowing two benefits Learners have less pressure to receive input and are moreactive in improving competence It is easy to see that learners are afraid and afraid to

be corrected in front of many others When teachers directly point out mistakes, theymay feel uncomfortable, so students can implicitly understand that their product isproblematic if teachers give suggestions Conversely, learners will be moreresponsible for their learning process because they must work as a corrector andrevise their products correctly, Consequently, learners have better memorizationability However, that does not mean denying the effectiveness of direct correctivefeedback Ellis et al, (2006) highly value direct feedback in teaching In some cases,the feasible option is direct input (Ferris, 2002) Low-level learners maymisunderstand the teacher's signals, so the teacher must correct the error directly

According to Harmer (2001), he analyzed several approaches corresponding

to the purpose of fluency and accuracy Accuracy focuses on linguistic errors such asvocabulary, grammar, pronunciation, discourse, and other linguistic elements.Fluency attends to the utterances’ content, which means the teacher will consider a

to test vocabulary, grammar, pronunciation, and reading That is why listening andspeaking skills are limited (Lê, 2018).

Feedback is information that a learner receives about their language learning

and most commonly refers to information about their language production (speaking

and writing) In Kerr's new book, he confirms that feedback is information regarding

a learner's language acquisition that they receive It most generally relates to theirspeaking and writing Besides, he has supplemented and clarified how teachers cangive feedback to learners In the book ‘Giving Feedback on Speaking* by Kerr (2017),

the author analyzes positive aspects and lists the use cases of feedback In the new

book, researchers delve deeper into corrective feedback, its characteristics, and how

to give feedback effectively and successfully Teachers’ feedback stimulates students

by Ictting them know how they are doing They suggest that feedback should be given

on whether the student's response is correct or incorrect (Good & Brophy, 2000, ascited in Sheen, 2011) Therefore, it is essential to have clear rules and criteria forassessing competence and mistakes, which can guide teachers in providing effective

feedback to learners

In the opinion of Lyster and Mori (2006), “teacher-student interaction hasclearly pedagogical focus that relates not only to meaning but also to formal accuracy,

quality of expression, and literacy development (p 278)” Teachers constantly expect

learners to perform more than what they think Although teachers prioritize fluency

in learners’ speaking products, they still value accuracy in language usage when

assessing Based on the input and output relationship during language’s

comprehension, Lyster and Ranta (1997) illustrate through Figure 2.3 shows the

"Error treatment sequence”

Figure 2.3 Error treatment sequence

The relationship between Corrective feedback and Speaking skills

In the process of learning a foreign language, learners can make mistakes when

creating products Brown (1994) stated, “human learning is fundamentally a process

that involves the making of mistakes” (p 204) How mistakes when speaking will be

responded to by teachers to help learners improve their speaking skills Speaking is a

productive skill; therefore, Corrective feedback plays a crucial role in evaluating andmodifying existing knowledge Due to the complexity of the language, learners

cannot control output entirely When teachers provide learners with clear and specific

feedback on their mistakes, learners are more likely to identify and correct their errors

This, in turn, helps learners improve their speaking skills and communicate more

effectively However, as per Chaudrons (1988) research, teachers tend to givecorrective feedback infrequently, which may affect learners’ motivation andengagement with the feedback Therefore, teachers need to provide regular and

constructive feedback to learners to help them develop their speaking skills

effectively Additionally, Lyster et al (2013) confirmed that “CF plays a pivotal role

in kind of scaffolding that teachers need to provide to individual learners to promotecontinuing L2 growth.” (p 1)

2.4 Teachers’ beliefs and practices

In teaching, each teacher is an essential factor in the classroom Each teacherhas different conceptions of teaching and sees it as a “magnetic needle” to orient the

teaching and learning styles According to educators, beliefs are teachers’ “ideas and

thoughts and knowledge” about what they access to do, what they should do, and inwhat situations are appropriate (Basturkmen et al., 2004, p 244) Corresponding tobeliefs, practices are activities that teachers will perform with learners in actualclassrooms by applying prepared plans Thus, beliefs and practices have a connection

with each other, and it is a reflection of the teaching and learning process There are

two views of beliefs about teaching in Figure 2.5: direct transmission and

constructivism (Education, 2009) In terms of direct transmission beliefs, teachers

have straightforward problem-solving methods readily available in classroomsituations It means the teacher is the key player who conveys information andknowledge to the learners Teachers build and control classroom activities On thecontrary, the student is the teacher's focus in the constructivist perspective Educators

will build learner-centered learning activities, encouraging learners to participate in

the learning process

The first is a high school research paper on teachers’ and students' beliefs

about corrective feedback Most students confirmed that CF is vital in improving

speaking skills Even though mistakes are common or uncommon in the learning

process, learners believe teachers should still correct them As reported in Table 2.3

(Ha & Nguyen, 2021, p 5), there are three errors that students want to be checked,

including communication problems, common mistakes, and highlights in each lesson

In this research paper, two students also gave their views on CF through interviews

Students think lesson-related errors need attention because they want to understand

the lesson’s content best.

Table 2.3 Students’ beliefs about targets of oral corrective feedback (Ha &

Nguyen, 2021, p.5)

09 Tre erors thet inced: comn-zication are the most Important and worth cenacing 2% 1 5 48 0.833

03) %m trực do not impose cerrrưicsf, ba 2 is necessary fo conact them 2% 1 5 401 (777

01 The eros thet stuserts maka heauertly are the moet mportert and woth covecting 2% 1 5 488 064

02 The er rekted to he Í03z3 of the lesson are fhe most Inportant and wath ccnsctrg, 2% 1 § đá? 08

03 Some ences 3» not common in the class, but wren they occur, fhey naad 133 be comacted 2% 1 5 43 (714

OBS Some ences ae not rd#ed lọ fhe foous of the leo", buf they need fo be conacted 2% L 5 4m 747

In contrast, another student argued that the core of speaking is communication,

so correcting mistakes that interfere with communication is necessary Many studentsexplain why common and uncommon errors should be corrected because they need

to get things right on tests For example, adding ”$s/es” to plural nouns may not affect

communication much, but it needs to be done right on a school test All 24 teachers

participating in the survey agree that CF is beneficial in learning a foreign language

They also take turns explaining when it is appropriate to give feedback Depending

on the class size, the number of students, and the number and type of mistakes, the

teacher will choose a specific ime to comment One-third of teachers think that for

communication-related errors that need to be corrected immediately, the rest can be

ignored or made general comments later Some teachers suggest that one way is toprepare a written test on grammar on speaking skills; they will focus on improvinglearners’ abilities such as pronunciation, intonation, and fluency

Next, when asked about the source of received feedback, most students want

to correct or correct each other The teacher will act as a guide and support, notdirectly participate in correcting errors Researchers have pointed out that it isinteresting that very few learners want their classmates to correct mistakes without

pointing them out by the teacher This means that students are eager to receive teacher

feedback directly or indirectly Some pupils like to receive corrections from theteacher They believe the teacher will give the best answer, which helps them avoidmaking the same mistakes Some other students think they can correct themselves

after the teacher points out the error That way, they can remember longer

Respectively there are two groups of comments from teachers Half of theinterviewed teachers stated that “teacher correction, self-correction, or peer

correction was effective” (Ha & Nguyen, 2021, p 6) Each type of feedback has

advantages and benefits for learners It will be convenient and quick when the teacher

points out and corrects errors Moreover, learners also increase their self-study and

better language acquisition On the other hand, the other half do not believe in thelearners’ ability because they are too weak to correct themselves

Teachers’ perception of corrective feedback in speaking tcaching wasconducted on more than 60 teachers in Soc Trang province Two educators used a

questionnaire with a Likert scale to survey the views of college teachers with more

than five years of teaching experience Tran and Nguyen (2020) found that most

teachers agreed with the importance and necessity of Oral CF in the classroom

However, nearly 90% of the participants said that students would instead receive

teacher feedback than correct themselves Alternatively, they help each other, not doitalone As for how to correct errors, depending on the level of learners, teachers willapply appropriate types of CF to motivate them Elicitation and Meta-linguisticfeedback are two techniques favored by instructors However, teachers often useClassification requests, Elicitation, and Explicit correction in word order in practice

Another research paper shows teachers’ beliefs and practices in primaryschools in Vietnam Ha (2017) conducted teacher interviews and classroom

observations to discover beliefs and practices He focused on three main categories:

linguistic targets of errors made by students, types of oral CF provided by teachers,

and the timing of CF The researcher categorized three types of grammar, vocabulary,and pronunciation errors for pupils’ aspects Minor errors related to the content are

coded “other.” All teachers involved considered pronunciation errors the mostnecessary to correct Because students are young, they cultivate, learn, and formhabits Therefore, they need to pronounce it correctly, paying particular attention totail sounds Half of them think students do not make too many grammar mistakesbecause they are learning the primary curriculum One teacher shared that learning

Vietnamese is influenced by their mother tongue so that students will face

pronunciation problems, such as /z/ and /s/ sounds Therefore, in the classroom, she

tries to correct the easy mistakes of the students In terms of the timing of CF, all sixteachers chose to give late feedback to students, After students present and completetheir utterances, the teacher provides comments This avoids the student's dependence,

affecting the learner's initiative After comparing the beliefs and practices of six

teachers, there are points of congruence and incongruence Regarding consistency, 3out of 6 teachers focus on correcting pronunciation errors because they thinkpronunciation is crucial, especially for clementary school students It is casicr tocorrect when they are young The second is that teachers choose to delay providingcomments; they will wait for learners to complete statements Because teachers thinkthat if they correct mistakes immediately, it will affect the thinking circuit of students

Students may feel uncomfortable and unconfident, leading to fear of expressing their

opinions next time Regarding incongruence, educators have learned much about the

differences between thinking and applying The first point of note is recast Teachersdid not mention how often they use this type of CF; it is the most used technique forpractice On the contrary, teachers often refer to repetition to correct errors, but it israrely used Furthermore, teachers tended to apply reformulation feedback in theclassroom rather than self-correction and peer correction Different from their opinion

when being interviewed, teachers almost always gave suggestions and instructions to

correct mistakes for learners Even some teachers did not implement peer correction

in their lessons

An exploration by Ha ct al (2021) was conducted in four public secondary

schools in Vietnam 250 students and 24 teachers participated in a study on oralcorrective feedback in language teaching and learning Through questionnaires and

interviews, the results showed commonality, as well as some differences between the

beliefs of teachers and learners Explicit corrections and metalinguistic are two types

of feedback that teachers and students prefer They believed these types of feedback

were effective and positively impacted In comparison, teachers want to provide

feedback after listening to learners’ statements for fear of interrupting and affecting

the state of learners Learners prefer to comment immediately when they say

something wrong.

Ha and Murray (2023) conducted the most recent case study at primary schools

in a province of Vietnam In the context of English is a compulsory subject forstudents in grades three and above The goal is to develop language skills, but written

tests on paper measure assessments focused on vocabulary, grammar, and reading

comprehension A unique feature of the study paper is that all six participatingteachers have an average of 15 years of teaching experience The data was collectedthrough classroom attendance and semi-structured interviews As a result, Repetition

is the most favorite type of CF for teachers, with 4 out of 6 teachers choosing Thesecond is Explicit correction, and Metalinguistic is the third preferred They believethat providing accurate answers will help students remember and recognize more

easily If most teachers choose Recasts to respond to speech errors (Tran & Nguyen,

2020), this is the opposite of at least the latter All teachers agree that it is necessary

to correct pronunciation-related errors by the age of the learner They all focused oncorrecting correct errors and only correcting grammatical errors related to the lesson.There is a considerable disparity between the CFs offered in the actual classroom.Recasts comprise over half of the 6 CF categories, including 49,1% didactic and only2.3% conversational recasts The second and third most frequently used positions areExplicit correction and Elicitations, respectively Repetitions were the least offered

CF, with only 2.3% Teachers focus on vocabulary, grammar, and pronunciation.Learners receive almost all corrections from lexical errors, while errors related togrammar and pronunciation are only corrected one-half of the total mistakes

2.5.2 The Foreign studiesAlkhammash and Gulnaz (2019) studied teachers’ perceptions of oral

corrective feedback The main participants of this study were 57 English majors

teaching IEAP and ESP who had a broad knowledge of linguistics As stated in Table

2.4, most lecturers determined that they or the learners’ peers should correct the

spoken errors Moreover, they must deliver the appropriate type of CF to help

students fix the inaccuracy According to Table 2.5, the value means of the two first

features are highest at 4.12 and 4.04, respectively Teachers often repeat tasks to increase

input as learners acquire new knowledge Perhaps, they want to sumulate the learnerS

ability to memorize and expect them to remember the lesson longer In addition, theinstructors also plan to provide Feedback after students complete the tasks withoutinterrupting In another research paper close to the educational context of Vietnam,

English is the second language designed in the school curriculum The survey was

conducted in schools in Indonesia The three authors, Sa’adah, Nurkamto, and Suparno(2018), concluded that explicit correction, metalinguistic, and clarification requests arethe three most common classroom corrective feedback categories

Table 2.4 Taif University’s EFL teachers’ beliefs about the use of Oral

Corrective Feedback Techniques in their classrooms (Alkhammash & Gulnaz,

2019, p.46)

No Statements N Mean SD

1 I think a teacher should correct “learners” S7 4.18 0

spoken errors” or get them corrected by

their peers.

2 I feel it is important to use particular 57 4.07 1.13

techniques to correct “learners” spoken errors”.

3 Lthink that correcting EFL learners’ $7 3.04 1.24

“errors” can negatively affect their esteem and consequently discourage

self-them from speaking.

4 I feel students commit excessive “errors” — 57 3.66 1.07

in extempore speaking tasks (speaking without preparation).

Table 2.5 Taif University’s EFL teachers’ general practices about the use of

Oral Corrective Feedback Techniques in their classrooms (Alkhammash &

Gulnaz, 2019, p.47)

No Statements N Mean SD

5 — Irepeat the same spoken task more than once to 57 4.12 1.01

enhance learners’ comprehension and spokenproficiency

6 Igive feedback to the leamers about their 57 4.04 87

“errors” after they complete their spoken task

7 Iuse spoken “error correction” techniques with 57 3.88 1.03

my EFL lcarners

8 | correct my EFL learners’ language “errors” on 37 3.84 1.14

the spot.

9 1indicate to the learners that the message has not 57 3.54 1.16

been understood and sometimes tell them that

their utterances include some kinds of mistake

According to Dilans (2016), recasts are the most common way to correct errors

in the classroom Meanwhile, no recast was discovered in this investigation As a result

of observations, the teacher tended to apply metalinguisuc Feedback to deal with thestudents’ errors Because the teacher regarded the pupils to learn from their errors.Contrary to most of the above studies, participants in this study corrected the student's

mistake immediately rather than delaying it However, not all errors were fixed.

Depending on the lesson’s content, the teacher would concentrate on different

components of linguistics The reason is that teachers want students to understand the

lesson clearly, and accuracy is emphasized A valuable point of the research paper is

the incentive to motivate learners positively Teachers believe CF encourages learners

and helps them confidently show their products

In another Canadian study, the four researchers compared pedagogical beliefsand teachers’ practices Researchers used questionnaires to determine teachers’ beliefs

about using CF and real-world class observations to assess teacher performance

(Kartchava et al., 2018) The results of the study bring out the highlights Teachers

do not need to respond to learners’ mistakes immediately and can give general

feedback at the end of each lesson In general, most teachers comment ongrammatical errors when students speak 86% of the time, teachers use "recast" tocorrect students’ mistakes Furthermore, nobody uses "prompt." The study also showsthat the timing of giving CF depends on the experience of the teachers, Teachers willmanage time and decide to give comments at appropriate times Nearly 100 new

teachers have no teaching experience, so they have difficulty deciding to give

feedback They worry about when to give feedback, whether it will affect the rhythm

of the lesson, or if the comment will negatively affect students As a result, the

feedback teachers gave was less than they intended They tend to provide immediatefeedback when learners make mistakes

2.6 The theoretical framework of the studyThe study aims to notice how to deliver feedback for learners’ errors inteaching Speaking, via the beliefs and practices of teachers Corrective feedback is

essentially considered in the progress of learning and teaching a language It is a

measure to evaluate the student's comprehension Through the foundation of CF

clarification by Lyster and Ranta (1997), there are six main categories includingrecasts, repetition, elicitation, explicit correction, metalinguistics, and requestclarification These types of CF were divided into two groups corresponding theirfeatures consisting of reformulations and prompts (Lyster & Ranta, 2007)

The process of collecting, processing, and responding to learners’ output

through speaking errors is reflected in three main groups, including the type of errors

teachers are concerned about, the type of CF they give on a case-by-case basis, and

when feedback is provided The theory of Chaudron (1988) focused on the scope of

errors that teachers give reflections to correct errors in linguistic aspects:phonological, morphological, syntactic, and lexical items, The researcher used simple

terms and categorized vocabulary, grammar, pronunciation, and communication

purposes errors that were suitable for current teaching and learning circumstances

Feedback on the error types when the learner produces a speech reflects the teacher's

perception of the teaching or the knowledge goal The time when CF is given also

shows the habits, methods, or intentions the teacher aims for with each specific

timeline The study goes deeper with the combination of quantitative and qualitativemethods to gain a general understanding of teachers in teaching and responding to

learners’ products of speaking The observation classrooms and interviews aim to

review how teachers reply the learners’ performances, and the relationship between

teachers’ beliefs’ and practices of Corrective Feedback.

As stated by Kerr (2017), teachers have various approaches to reflect learners’

errors based on the types of CF, and how implicit and explicit the reflection is Theperiod when feedback is provided is also a key in acquisition

The theoretical framework of the study is illustrated by the following figure

CHAPTER 3 METHODOLOGY

3.1 MethodologyThe study is correlational research with the mixed-method approach to

investigate the relationship between teachers’ perceptions and their practices in the

center environment The correlational study is the perfect type to “discover the

existence of a relationship between two variables.” (Kumar, 2019, p 46) “The

purpose is to build on the synergy and strength between quantitative and qualitativeresearch methods to understand a phenomenon more fully” (Gay et al., 2011, p 483).The quantitative method is the standard way to collect the responses from theparticipants, which follows a descriptive model to characterize the participants’

features, The result’s quantitative is expected to draw a general picture about the

awareness of CF The qualitative method will be used to gain other opinions from the

teachers who can give more information This method “obtains in-depth

understandings about how things are, why they are that way, and how the participants

in the context perceive them” (Gay et al., 2011, p 12) Teachers’ behavior of using

CF are outlined in detail The researcher can expand and discover new things through

participants’ ideas Both methods collaborate in the research process.

3.2 InstrumentsThe study employed three primary sources: a survey, structured interview, and

classroom observation A general explanation of the purpose is given orally to the

teachers Corresponding to two research questions, each purpose uses instruments

To find out teachers’ understandings: using questionnaires and interviewquestions The perception consists of participants’ backgrounds, beliefs,understanding of CF, and the plans to provide CF in the classes

To determine teacher’s practices: interview questions, and observation sheets

The research will explore the types of corrective feedback teachers use in teaching

Speaking; the timing of using corrective feedback Moreover, the researcher wants to

determine how the teachers effectively give corrective feedback

3.2.1 Questionnaires

A questionnaire is believed to be an effective way to help the researcher savemuch time by collecting many answers simultaneously and having a large amount ofinformation quickly in a short ime, The respondents would feel free to answer thequestions and provide opinions without worrying about privacy There is a written

list of statements and questions The questionnaire comprises three sections, A, B,

and C, with open-ended and closed questions

Section A intends to gather the participants’ background teaching, including

the two first questions The researcher is interested in the levels and the numbers oflearners It is believed that the characteristics of students influence the teachers’decision when providing CF in teaching speaking

Sections B and C focus on teachers’ understanding and practices of CF

Section B, from questions 3 to 8, focuses on teachers’ awareness of CF, Section C

addresses teachers” practices of CF in the classes It includes three groups of majors

that the study focuses on: types of errors (question 9 to 16), timing of CF (question

17 to 21), and types of CF (question 22 to 27) Based on the theory, six kinds of CFare selected instead of seven as claimed by Sheen (2011), and Kerr (2017) It isuncomplicated for participants and the researcher to identify and clarify separately

In the questionnaire, the statements were presented in the form of items which

are designed to Likert scale The instrument “assesses attitudes toward a topic by

presenting a set of statements about the topic and asking respondents to indicatewhether they strongly agree, agree, are undecided, disagree, or strongly disagree”(Ary ct al., 2010, p 209) Likert items are presented in the form of agreement and

frequency scales There are five levels from (1) Strongly disagree to (5) Stronglyagree, and (1) Never coming to (5) Always Five-rate scale is designed for

participants to choose easily and save the time