VIETNAM NATIONAL,UNIVERSITY, HANOT UNLVERSLTY OF LANGUAGES AND LNTERRNATIONAL STUDIk& FACULTY OF POST-GRADUATE STUDIES TRAN THI THU THUY EFFECTS OF DIFFERENT TYPES OF TEACHER WRITTEN
Overview cece - 25 2.2.2 Selection of participants and Data collection instruments 35 2.2.3 The research precodurs
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
This action research investigates the effects of three types of written corrective feedback on students’ writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, offering practical recommendations for teachers Thirty-five 12th-grade English major students participated in the study, which included a preliminary investigation, a tailored writing instruction course, and the application of different corrective feedback methods Data collection through student writing analyses and free narratives revealed that teacher corrective feedback significantly helped reduce linguistic errors over time While all three feedback types showed positive revision effects, indirect feedback demonstrated the most substantial long-term impact Additionally, students held positive attitudes towards teacher corrective feedback, appreciating its role in improving their writing accuracy despite some mismatches between their preferences and perceptions of effectiveness This research provides valuable insights for writing teachers aiming to incorporate effective corrective feedback strategies to enhance student learning outcomes.
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
I would like to sincerely thank and express my deepest gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and unwavering encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studies at the University of Languages and International Studies for their valuable guidance, which provided the foundational support for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
This action research investigates the effects of three types of written corrective feedback on students’ writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, offering practical recommendations for teachers Conducted with 35 tenth-grade English major students, the study involved a preliminary assessment, followed by targeted writing instruction that incorporated different feedback methods Data analysis of students’ writings and free narratives demonstrated that teacher corrective feedback significantly reduced linguistic errors over time and improved writing accuracy Among the three feedback types, indirect feedback showed the most substantial long-term benefits, with all methods positively influencing student revision Students expressed generally positive attitudes toward teacher feedback, valuing its role in enhancing their writing skills despite some mismatches between their preferences and perceptions of effectiveness The findings provide valuable insights for writing teachers aiming to incorporate effective corrective feedback strategies to improve student learning outcomes.
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
This action research investigates the effects of three different types of written corrective feedback on students' writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, offering valuable recommendations for incorporating teacher-led feedback in writing instruction Thirty-five 12th-grade English major students participated in the study, which involved designing a writing course and applying various types of corrective feedback after initial assessments Data analysis of students' writings and narratives revealed that teacher corrective feedback significantly reduced linguistic errors over time, with all three feedback types producing positive revision effects; notably, indirect feedback demonstrated the most substantial long-term impact Students generally held positive attitudes toward the use of corrective feedback, despite some mismatches between their preferences and beliefs regarding its effectiveness, recognizing the benefits for learning accuracy and writing skill development The findings provide practical guidance for writing teachers aiming to implement effective corrective feedback strategies in their classrooms.
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
I would like to sincerely thank my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of my minor thesis His support has been instrumental in helping me achieve my academic goals.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studios at the University of Languages and International Studies for their valuable guidance Their expert lectures provided the essential foundation for my minor thesis, greatly contributing to its development.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
I sincerely thank my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and unwavering encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studios at the University of Languages and International Studies for their valuable guidance, which laid the foundation for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
This action research investigates the effects of three different types of written corrective feedback on students’ writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, offering valuable recommendations for teachers on effectively applying corrective feedback in writing classes It involved thirty-five 12th-grade English majors, with data collected through analysis of students’ writing and free narratives to measure their progress The findings demonstrate that teacher corrective feedback reduces linguistic errors over time, with all three feedback types showing positive revision effects; notably, indirect feedback has a significant long-term impact Students generally hold positive attitudes toward teacher corrective feedback, recognizing its benefits for improving accuracy, despite some mismatches between their preferences and perceived effectiveness This study provides practical insights for writing teachers aiming to incorporate effective corrective feedback strategies to enhance students’ writing skills and learning outcomes.
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
EST : English as a Second Language
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.3.1 Overview cece - 25 2.2.2 Selection of participants and Data collection instruments 35 2.2.3 The research precodurs 26
2.2.5, Data analysis 31 2.3 Summary - ces cee estes - 32
This chapter explores the effects of three common types of feedback on students' writing performance, highlighting how each feedback type influences students' ability to revise and produce new essays The findings indicate that targeted feedback significantly improves students’ writing quality, with notable differences observed among the feedback types Additionally, students’ attitudes towards different corrective feedback methods reveal preferences and perceptions of their effectiveness, impacting their engagement and learning outcomes The discussion synthesizes these results to underscore the importance of selecting appropriate feedback strategies to enhance writing skills and foster positive attitudes toward learning.
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
EST : English as a Second Language
EST : English as a Second Language
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
I would like to sincerely thank and express my heartfelt gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studios at the University of Languages and International Studies for their valuable guidance, which served as the foundation for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
I would like to express my heartfelt and sincere gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff at the Faculty of Postgraduate Studios, University of Languages and International Studies, for their valuable instruction, which provided a strong foundation for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
FINDINGS AND REFLECTION 3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33 3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33 3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing 3.1.3 Discussion of results 3.2 Students’ attitudes towards different types of CF and their effectiveness
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
This action research investigates the effects of three different types of written corrective feedback on students’ writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, providing valuable recommendations for their effective use in writing classes Thirty-five 12th-grade English major students participated in the study, which involved a preliminary investigation, the design of a tailored writing instruction course, and the application of various teacher written corrective feedback strategies Data collection through students’ writing samples and free narratives revealed that teacher corrective feedback significantly reduced linguistic errors over time and improved writing accuracy Although all three feedback types produced positive revision outcomes, only indirect feedback demonstrated a considerable long-term impact Students generally had positive attitudes towards the use of corrective feedback, recognizing its benefits in enhancing their writing skills, despite some mismatches between their preferences and perceptions of effectiveness The findings suggest that teacher corrective feedback is a valuable tool for improving students’ writing accuracy and fostering positive attitudes, making this study highly relevant for writing teachers aiming to incorporate effective correction strategies into their instruction.
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
I would like to express my heartfelt gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his insightful guidance, valuable suggestions, and unwavering encouragement throughout my completion of this minor thesis.
I sincerely thank the lecturers and staff at the Faculty of Post Graduate Studios, University of Languages and International Studies, for their valuable guidance and support Their insightful lectures provided the essential foundation for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
This action research investigates the effects of three types of written corrective feedback on students' writing performance at Luong Van Tuy Gifted High School in Ninh Binh Province, providing valuable recommendations for effectively using teacher feedback in writing instruction The study involved 35 12th-grade English majors, utilizing a preliminary assessment, a tailored writing course, and the application of varied feedback types, with data collected through students’ writings and self-narratives to measure progress Findings indicate that teacher corrective feedback significantly reduces linguistic errors over time, with all three feedback types showing positive revision effects; however, only indirect feedback demonstrated sustained long-term benefits Students generally held positive attitudes toward teacher feedback, appreciating its contribution to improving their accuracy despite some mismatches between their preferences and perceptions of each feedback type's effectiveness This research offers practical insights for writing teachers aiming to enhance learning outcomes through strategic use of corrective feedback.
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
This action research, conducted at Luong Van Tuy Gifted High School in Ninh Binh Province, investigates the effects of three different types of written corrective feedback on students' writing performance, offering practical recommendations for teachers Thirty-five 12th-grade English major students participated, and data was collected through analysis of students’ writing and their free narratives to assess progress The findings reveal that teacher corrective feedback significantly reduces linguistic errors over time, with all three feedback types demonstrating positive revision effects Notably, indirect feedback showed the most substantial long-term impact Student attitudes were generally positive towards the use of corrective feedback, appreciating its role in improving accuracy despite some mismatch between their preferences and perceived effectiveness This study provides valuable insights for writing teachers seeking to incorporate effective teacher corrective feedback strategies in their classrooms.
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
I would like to express my heartfelt gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studios at the University of Languages and International Studies for their valuable guidance, which laid the foundation for my minor thesis Their expertise and support were instrumental in enhancing my research and academic development.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
2.2.2 Selection of participants and Data collection instruments 35
3.1 Effects of three conmnon types of feedback on studeris’ writing performance.33
3.1.1 Effects of three commen Lypes of fecdhack on students’ revised essays 33
3.1.2 ‘The effects of three common types of feedback on students’ new pieces of writing
3.2 Students’ attitudes towards different types of CF and their effectiveness 15
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
I sincerely thank my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of this minor thesis.
I sincerely thank the lecturers and staff of the Faculty of Post Graduate Studios at the University of Languages and International Studies for their valuable lectures, which formed the foundation of my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
This action research investigates the effects of three types of written corrective feedback on students' writing performance at Luong Van Tuy Gifted High Schools in Ninh Binh Province, providing practical recommendations for teachers on implementing corrective feedback effectively Thirty-five 12th-grade English major students participated in the study, which involved a preliminary investigation, tailored writing instruction, and the application of different feedback types to assess their impact over time Data analysis of students’ writing and narratives revealed that teacher corrective feedback significantly reduced linguistic errors, with all three types showing positive revision effects; notably, indirect feedback demonstrated a substantial long-term benefit The study also highlights students’ positive attitudes toward teacher feedback, despite some mismatches between their preferences and perceptions of effectiveness, acknowledging the role of corrective feedback in improving learning accuracy and student motivation These findings are valuable for writing instructors aiming to enhance their teaching strategies through effective use of teacher corrective feedback in writing classes.
Table 1.1: lis’ typology of feedback types (2009 p.98) sessuserssenseaseensenn i Table 2.1: Timclable of the action implementation 28 Table 3.1: Effects of three common types of corrective feedback on students’ revised essays - Tre se 33
Table 3.2: Taxonomy of orrors and their frequency in Stage 1 36
Table 3.3: Tasonomy oŸ errors and their frequency in Stage 2
Tuble 3#: Taxonomy oÊ errors and their frequenoy in Siage 3 3Ð vii
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
EST : English as a Second Language
EST : English as a Second Language
Figure 2.1: Steps in the action research eycle 34
Studenty’ allitudes towards the use of teacher wrilen corrective sees senescence: 4G
2.3.1 Overview cece - 25 2.2.2 Selection of participants and Data collection instruments 35 2.2.3 The research precodurs 26
2.2.5, Data analysis 31 2.3 Summary - ces cee estes - 32
This chapter explores the impact of three common types of feedback on students’ writing performance, focusing on their effects on revised essays and new compositions The study examines how each feedback type influences students' ability to improve their writing skills and their subsequent development of new pieces The results indicate that different feedback methods vary in effectiveness, highlighting the importance of choosing appropriate feedback strategies to enhance writing quality Additionally, students’ attitudes towards these feedback types were assessed, revealing their perceptions of feedback usefulness and their motivation to implement suggested improvements Overall, the findings underscore the crucial role of tailored feedback in fostering better writing outcomes and advancing learners’ writing proficiency.
3.2.1 Students’ attitudes Lowards teacher corrective feedback in general 45
3.2.2 Students’ preference for cach type of leacher corrective feedback 46
3.2.3 Students’ expectations for beller usc of teacher's corrective [ecdback, 49
2 Limitations of the study - Ta 58
3 Plans for the next cycle Tả oo SD
EST : English as a Second Language
EST : English as a Second Language
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
1.1.2 Forms of feedback TH ghê
1.3 Types of corrective feedback to students’ writing
1.1.4 Teachers’ written corrective feedback strategies
1.2 Roles of teacher written corrective feedback
1.2.1 Arguments for the role of teacher writen corrective Lecdback
1.2.2 Arguments against the role of teacher written corrective feedback
1.3 Factors affecting the effectiveness of written corrective feedback
Scope oF the SfUdy thọ HH 100101111 1e eere
I would like to sincerely thank and express my deepest gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and constant encouragement throughout the completion of my minor thesis.
I sincerely thank the lecturers and staff at the Faculty of Postgraduate Studios, University of Languages and International Studies, for their valuable guidance and lectures that formed the foundation of my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.
I would like to express my heartfelt gratitude to my supervisor, Assoc Prof Dr Le Van Canh, for his invaluable guidance, insightful suggestions, and continuous encouragement throughout the completion of this minor thesis.
I sincerely thank all the lecturers and staff of the Faculty of Postgraduate Studios at the University of Languages and International Studies for their valuable guidance, which provided the essential foundation for my minor thesis.
1 truly wish to thank all the 12" form Unglish major students at Luong Van
Tuy Gifted High School who have actively participated in the research
1am deeply grateful to my family for their great support and to many of my friends for their notable assistance.