Rationale
Language serves as a vital medium for expressing thoughts and facilitating communication globally, with English recognized as an international language, especially in the context of globalization In Vietnam, English is a mandatory subject in schools, where students are expected to achieve communicative competence Proficiency in English is crucial for securing good job opportunities both in Vietnam and abroad, making it a second language for many To achieve fluency, learners must focus on four essential skills: reading, writing, listening, and speaking, with writing often perceived as the most challenging This skill demands a solid grasp of grammar and a rich vocabulary to craft coherent paragraphs and essays Writers must be attentive to various elements, including tenses, sentence structure, parts of speech, conjunctions, and punctuation Consequently, developing writing skills requires patience and consistent practice, highlighting the significant role teachers play in guiding students through both structured and free writing tasks However, many teachers find it challenging to provide effective corrective feedback and engage students in writing activities.
Written feedback is a crucial method for teaching writing, but teachers often struggle to provide individualized attention within a limited 45-minute lesson As noted by Susan M Brookhart (2008), effective feedback equips students with essential information about their learning progress and next steps, addressing the cognitive aspect of their education When students grasp what they need to do and why, they are more likely to feel empowered and motivated to take charge of their own learning.
During my four years as an English teacher at Nghe An No 2 Boarding Ethnic High School, I have observed that many students struggle with writing tasks, finding them particularly challenging Each lesson requires students to write a paragraph of about 100-120 words related to the topic, which helps reinforce their vocabulary and grammar while allowing them to practice expressing their ideas in English However, students often feel anxious about writing and lack awareness of how to organize their thoughts in various formats, such as paragraphs, essays, or letters Additionally, writing skills are tested in multiple formats, including sentence completion and letter writing English teachers also face challenges in providing effective written feedback to enhance students' writing skills, often unsure of how to utilize feedback to facilitate improvement.
Motivated by a desire to enhance the writing skills of 11th-grade students at Nghe An No 2 Boarding Ethnic High School, I conducted research titled “An Investigation into Teacher Feedback on 11th Graders’ Writing Performance.”
Aims of the study
This study is designed to obtain the two primary aims:
This study explores the feedback provided by teachers on the writings of 11th-grade students, examining their methods of response, the focus areas of the feedback, the types and formats of feedback utilized, and the challenges they face in addressing students' writing.
- Propose some recommendations for teachers in order to help students write more effectively.
Scope of the study
This study examines teacher feedback on high school students' writing performance in Nghe An province, focusing on how teachers respond and how students perceive these responses By analyzing the dynamics of teacher feedback, the research aims to offer valuable insights that can enhance the effectiveness of feedback and aid students in effectively incorporating it into their writing revisions.
Methods of the study
To realize the aims, the following quantitative and qualitative methods were employed to obtain adequate information for the study.
A questionnaire was distributed to 50 grade 11 students across five classes, along with four English teachers Following this, the researcher conducted interviews with the teachers using a set of five questions Additionally, writing draft samples from the students were collected and analyzed for further insights.
Data collection methods will offer valuable insights into teachers' feedback practices and students' responses to the feedback they receive Consequently, strategies have been implemented to enhance teacher feedback, ensuring a more effective response to students' writing.
Research questions
This research focuses on exploring effective teacher feedback techniques for improving the writing skills of 11th graders at Nghe An No 2 Boarding Ethnic High School To achieve this goal, the study will address specific research questions related to the application of these feedback methods.
1 What are students and teachers’ attitudes toward feedback?
2 How do the teachers respond to the students’ writing?
Design of the study
Chapter 1 Introduction: presents the rationale, aims, method, scope and design of the study.
Chapter2 Literature review: gives the theoretical background of writing and giving feedback to students’ writing tasks.
Chapter 3 Methodology: includes the description of Nghe An No 2.
Boarding Ethnic high school context, English textbook and the study (the instruments, the participants and the research questions).
Chapter 4 Data analysis and findings: describes the data of the questionnaires and interviews, then gives some findings through the data analysis
Chapter 5 Conclusion and Recommendations: suggests some solutions to the current problems, focuses on the conclusions of the thesis, some limitations and recommendations for further study.
THEORETICAL BACKGROUND 2.1 Writing
Definitions of writing
Language serves various purposes and functions, encompassing two main macro skills: receptive and productive skills Among these, writing is a crucial productive skill that learners must master, as it significantly enhances their communicative competence in the language.
Students enhance their communicative competence through both written and spoken language acquisition Effective communication involves understanding the rules for interacting with others, obtaining information, and discussing the language itself Achieving language competence signifies a student's grasp of the language's structure, including grammar rules and vocabulary According to Brown (2000), language competence encompasses the foundational knowledge of a language's system and how its components interconnect.
87) divides the language competence into two parts: organization competence and pragmatic competence Organization competence is ability to comprehend and form correct sentences, understand meaning of sentences and pour theses sentences into a text Based on this statement, it can be concluded that writing is one part of the competencies.
Writing is defined in multiple ways by experts in the field Rivers (1981) describes it as the process of conveying information or expressing original ideas coherently in a new language Similarly, Brown (2001) views writing as a thinking process that allows for extensive planning and unlimited revisions prior to publication.
According to Elbow (1973) as cited in Brown (2001, p 336), writing involves a two-step process: first, understanding the meaning and, second, expressing that meaning through language Essentially, writing serves as a reflection of our thoughts.
The writing process serves as a reflection of thoughts that linger in the mind Students who hesitate to express their ideas in writing often face challenges during this activity Many struggle to find motivation and encounter difficulties when attempting to formulate coherent written sentences.
According to Urquhart and McIver (2005), writing is a recursive process where students continuously revise their work, moving between different stages of writing They emphasize the importance of teaching strategies for invention and discovery, enabling students to generate content and identify their purpose Effective writing is defined by the writer’s intentions and the needs of the readers, highlighting the complexity of both writing and its instruction Additionally, Harmer (2004) notes that writing encourages students to focus on accurate language use, fostering language development as they navigate the challenges presented during the writing process.
Writing skill can be defined as a productive process that involves several stages It begins with the exploration and expression of ideas, thoughts, and feelings in written form Following this, a revision process is essential to ensure grammatical accuracy and coherence in the text The final writing output should be a readable and meaningful piece that resonates with all readers.
Writing skill is a multifaceted process that involves several stages essential for producing high-quality written work To enhance students' writing abilities, it is crucial to implement a well-structured teaching and learning approach that incorporates tailored input and engaging activities Consequently, teachers must thoughtfully address the teaching of writing skills, taking into account their students' individual needs, abilities, and capacities.
Types of writing
Exposition is one of the four primary rhetorical modes of discourse, alongside argumentation, description, and narration, and is also applicable in speeches Its main objective is to deliver essential background information, helping readers understand the plot, characters, setting, and themes of an essay, story, or film.
Argumentation theory, also known as persuasion, is an interdisciplinary field that examines how individuals arrive at conclusions through logical reasoning based on claims and premises This study encompasses the arts and sciences of civil debate, dialogue, and persuasion, focusing on the rules of inference and logic It applies to both artificial and real-world contexts, highlighting the importance of effective communication in reaching sound conclusions.
Argumentation encompasses debate and negotiation aimed at achieving mutually acceptable conclusions This process is essential in legal contexts, such as during trials, where it involves crafting arguments for presentation in court and evaluating the validity of specific types of evidence.
Description, one of the four rhetorical modes, is commonly used in both fiction and nonfiction, such as memoirs, firsthand accounts, and travel guides When authors adopt a descriptive style, they create vivid imagery through words, allowing readers to visualize a person, place, or thing By utilizing literary devices like metaphors, they convey their impressions through the five senses—sight, sound, smell, taste, and touch—without attempting to persuade or explain the scene.
- merely describe things as they are.
Narration involves retelling a story, typically through words, though it can also be expressed through mime It recounts events while selectively emphasizing certain occurrences and omitting others deemed insignificant from a particular perspective As a result, narration plays a crucial role in shaping our understanding of history by framing the events and the overarching narrative of what transpired.
The importance of writing
Mastering writing skills is essential for effective communication in various aspects of life According to Harmer (2004), writing is a fundamental language skill, equally as important as speaking, listening, and reading Proficient writing is crucial in numerous professions, where tasks such as crafting application letters, business proposals, reports, and memos are common Thus, developing strong writing abilities is vital for personal and professional success.
Writing plays a crucial role in personal development, transcending an individual's background and inherent talents It is a multifaceted process that requires deep analysis and synthesis across various levels of thought.
Writing fosters initiative by requiring learners to generate content independently Unlike reading, where information is presented, writing demands that individuals establish connections between sounds and letters, format their ideas on the page, and create topics, information, questions, and answers.
Thirdly, writing develops courage At no point is the learner more vulnerable than in writing.
In addition, writing, more than any other subject, can lead to personal breakthroughs in learning.
Moreover, writing can contribute to reading from the first day of school. Writing, someway, is active, where as reading is passive.
Finally, writing contributes strongly to reading comprehension as children grow older
The ability to revise writing to greater power and economy is one of the higher forms of reading.
The importance of writing skill to students of high school
In the school setting, writing serves two essential roles: it is a strategic skill for achieving diverse goals, such as composing reports or articulating opinions with supporting evidence, and it acts as a tool for deepening students' understanding of subject matter (Sperling & Freedman, 2001) Despite its significance, many high school students underestimate the importance of writing, often dedicating minimal time to practice However, proficiency in writing enhances their ability to master other English skills As students progress from basic to advanced writing, the curriculum is structured to build their skills incrementally; for instance, 10th-grade students focus on writing paragraphs, laying the groundwork for more complex tasks in 11th grade The writing assignments in 11th grade are crucial as they equip students with essential grammar, content, vocabulary, and techniques necessary for successful writing in 12th grade.
In today's academic landscape, writing proficiency is essential for success in college and university, as well as in various life contexts such as school, the workplace, and the community Each of these environments requires adaptable writing skills tailored to specific demands Additionally, most colleges and universities mandate foreign language certificates for graduation, making writing a crucial component of these assessments Strong writing abilities not only enhance academic performance but also improve job prospects, as many international companies seek individuals with advanced writing skills to handle contracts and documents in English.
Teaching Writing
Writing skills are essential for students, as they significantly impact their communicative competence in English Effective writing instruction is a crucial life-long skill that teachers provide, requiring the selection of appropriate resources and support materials to enhance student learning By mastering writing, students can communicate effectively in both spoken and written forms for daily activities Furthermore, they learn to create various functional texts and essays, including procedures, descriptions, recounts, narratives, and reports, while also developing their linguistic competence through grammar and vocabulary usage.
The writing process is intricate, requiring cognitive skills to identify language segments for effective composition It typically unfolds in two main stages: exploring ideas and transforming those ideas into coherent, readable texts.
294) claims that writing in the language becomes a complicated activity because writing involves meaningful segments of language: words, sentence, grammar, and how to transfer those segments into written forms.
The objectives of teaching writing skills can be effectively met through various approaches Harmer (2001) identifies two primary methods: one that emphasizes the final product of writing and another that concentrates on the writing process itself Advocates of the process-oriented approach argue that it is essential for teachers to consider the different stages involved in the writing process to enhance student learning and development.
The process approach to writing emphasizes the importance of the composition process itself, enabling students to grasp materials and articulate their ideas clearly and grammatically in English According to Nunan (1991), this approach focuses on the iterative steps of drafting and redrafting, highlighting that both the writing process and the final product are crucial By engaging in regular writing practices with effective activities, students can significantly enhance their writing skills.
The writing process involves several key stages that help students develop their writing skills According to Richard and Renandya (2002), these stages include planning, drafting, revising, and editing During the planning stage, students are encouraged to generate ideas freely The drafting stage emphasizes writing fluency, allowing students to focus on expressing their thoughts without worrying about grammatical precision or presentation In the revising stage, students refine their work based on feedback received, while the editing stage involves polishing their texts in preparation for the final evaluation by teachers.
Feedback
Responding to student writing and providing feedback remains a contentious issue in second language education Feedback is recognized as a crucial component of the writing process, prompting ongoing efforts to define its role and significance in instructional practices.
Feedback, as defined by Keh (1990), is any input from a reader to a writer that provides information for revision It encompasses comments, questions, and suggestions aimed at helping the writer improve their work Through feedback, writers can identify areas of confusion due to insufficient information, illogical organization, poor idea development, or incorrect language use Positive feedback particularly motivates students to engage in further revisions Chaudron (1984) highlights that feedback extends beyond mere correction, offering a broader perspective on the revision process.
Feedback is an essential element of classroom interaction, serving as a crucial tool for teachers to communicate students' accuracy in formal language production, as well as their behavior and knowledge within the classroom.
Feedback is one of the most well-researched principles in psychology, recognized for its effectiveness when delivered promptly and perceived as relevant and meaningful It should be encouraging and provide actionable suggestions for improvement that students can realistically implement (Brown, Bull & Pendlebury, 1997).
Feedback refers to the responses provided regarding students' work, including assessments, performances, or products This feedback can come from various sources, such as teachers, external assessors, or fellow students, and is typically delivered in spoken or written form.
Feedback serves as a crucial tool for communicating with students about their writing It helps students identify potential issues such as insufficient information, poor organization, underdeveloped ideas, and inappropriate word choices or tenses, ultimately guiding them to improve their writing skills (Keh, 1990).
Providing feedback during the preliminary and intermediate stages of writing is crucial for student success, as highlighted by Seow (2002), who views it as the teacher's immediate response to drafts Richards and Rynandya (2002) emphasize that grading a single draft delays necessary feedback, underscoring the importance of ongoing support throughout the writing process Raimes (1983) reinforces this by stating that responding to students' writing is integral to teaching writing effectively Susan M Brookhart (2008) adds that constructive feedback is essential for helping students shape their understanding of language and its role in constructing their world Additionally, R Douglas (2007) points out that effective feedback not only evaluates performance but also guides students on how to improve in future tasks, ideally delivered promptly to facilitate immediate application.
A number of studies on this aspect have been done and a debate about the value of providing feedback on L2 writing has been prominent in recent years.
Feedback can induce significant anxiety in students, necessitating careful consideration of factors such as timing, location, participation, and attitudes (Taylor, 1997) Furthermore, research indicates that correcting surface-level errors may be ineffective and not a worthwhile investment of instructors' time (Truscott, 1996).
Research from 2004 suggests that explicit error correction in second language writing classes should be discontinued due to its potentially harmful effects This perspective is supported by various studies across different second language contexts, which indicate that such correction methods are generally ineffective in enhancing students' writing skills.
Numerous researchers emphasize the significance of feedback in teaching English as a second language, advocating for corrective feedback to enhance students' written accuracy.
Students’ beliefs about effective writing feedback and their expectations of teacher feedback techniques can significantly impact the feedback's effectiveness According to Hedge (2000), receiving feedback from both teachers and peers allows learners to test their hypotheses and enhance their understanding of the language system Effective feedback not only encourages students to revise their work but also fosters a sustained interest in writing Furthermore, personalized comments help tailor writing instruction, ensuring that individual student needs and challenges are appropriately addressed.
(Reid, 1993) In this way, feedback is an important step towards the learner centeredness.
2.2.2.1 Feedback is integral to formative assessment
Effective performance feedback is essential for learning, as it helps individuals identify their strengths and weaknesses Understanding these aspects enables faster and deeper learning, allowing individuals to focus on how to enhance their future performance.
Constructive feedback is essential for enhancing learning, whether you're a student or a teacher This feedback not only highlights the gap between actual and desired performance but also offers vital information to bridge that gap, a process known as feed forward For feedback to be truly formative, it must include specific guidance that shifts the focus from grades to learning, thereby maximizing the feed forward effect and promoting more effective learning outcomes.
Effective feedback is crucial for promoting learner autonomy, as it encourages students to become self-regulated learners When provided with detailed performance feedback and guidance for future improvement, students demonstrate an enhanced ability to align their thinking, motivation, and behavior with assessment criteria, standards, and personal learning goals This self-regulatory process ultimately leads to greater academic success and independence in learning.
Effective feedback on students' writing, which highlights specific weaknesses in structure and language while providing guidance for improvement, empowers students to proofread and self-correct independently This feedforward approach fosters greater self-reliance, reducing the need for constant support from lecturers and tutors Moreover, self-regulated learners tend to achieve greater success, demonstrating increased resourcefulness, tenacity, and confidence in their abilities.
2.2.2.3 Feedback aligns teaching and learning
Focus on Teacher Feedback
The process approach to teaching writing emphasizes the importance of teacher feedback, which not only informs students of their errors but also guides them in making improvements (Hyland & Hyland, 2001) While grammatical feedback is believed to enhance accuracy, research indicates that students benefit more from feedback focused on content or a combination of both content and grammar (Ferris and Hedgcock, 1998) Fathman & Whalley (1990) further assert that simultaneous feedback on content and form fosters better writing skills, as feedback on content significantly enhances the quality of the rewritten work Despite differing opinions on the timing and method of feedback, it is essential that teacher feedback enables students to revise their work and apply changes to future writing tasks, aligning with Reid’s (1993) perspective.
Ferris (1997) identifies four primary syntactic forms of teacher feedback: questions, statements, imperatives, and exclamations Each form serves distinct pragmatic purposes, including soliciting additional information, requesting revisions, and providing positive reinforcement.
Teachers can effectively use various feedback forms for student writing, but they must be mindful of the challenges each form may present According to Hendrickson (1978), language educators should employ a mix of direct and indirect feedback techniques Indirect methods, such as underlining misspelled words or marking confusing phrases with a question mark, encourage students to identify and correct their own errors In contrast, direct correction techniques, like providing verbal tips or supplying the correct form, are utilized when students may struggle to self-correct Balancing these approaches can enhance the feedback process and support student learning.
According to research from 1975, effective error correction involves several key components: recognizing that an error occurred, identifying its type, selecting an appropriate remedy, providing a correct model, allowing for student attempts, indicating any improvements, and offering praise Therefore, teachers must carefully design their feedback forms and clearly explain their purpose to students It is crucial for educators to assist students in processing feedback and revising their work effectively Additionally, when employing feedback codes, teachers should ensure that students comprehend their meanings.
Teacher written feedback can vary significantly in focus, as outlined by Hyland (2003), who identifies six key areas: language form, content, text functions, creative expression, the writing process, and genre The focus on language form involves teachers assessing students' vocabulary, syntax, and mechanics When concentrating on content, educators prioritize the ideas and information presented by students The text functions category emphasizes the importance of creating a coherent and fluent text (Konttinen, 2009) In terms of creative expression, teachers encourage students to develop their unique writing styles and personal ideas The writing process focus guides students through planning, identifying rhetorical challenges, and proposing solutions Lastly, the genre focus is crucial for helping students understand how to meet specific communicative objectives in their writing.
While it is essential to focus on accuracy and language during the feedback stage of writing, similar to the traditional product approach, research indicates that teachers should also prioritize content-related issues.
Focusing on content enables teachers to understand a student's writing within broader contexts, including the assignment's objectives, the intended audience, the purpose of the text, the writer's voice, their background and experiences, the writing process, genre conventions, and institutional standards.
2.3.3 Issues in the teachers' written feedback
Traditional written feedback from teachers, often represented by a final grade and extensive corrections, has proven to be less effective for student learning Many students focus more on comparing their grades with peers rather than engaging with the feedback provided Additionally, the process of marking is intricate, requiring teachers to identify various mistakes and errors This highlights the importance of multifaceted feedback that encompasses all elements of the writing process, rather than a simplistic, one-dimensional approach.
Teachers' feedback can sometimes overshadow students' original intentions in their writing, as overly authoritative responses may lead to the deletion or alteration of students' ideas (Sommers, 1982) This approach fails to promote students' understanding of their errors or enhance their future writing skills, as it often leaves them disengaged from the correction process Instead of merely providing answers, teachers should focus on fostering students' comprehension of their mistakes, as understanding the reasons behind errors is crucial for improvement (Byrne, 1991) Excessive corrections can undermine students' confidence, particularly in intermediate language classes Therefore, teachers should adopt a supportive and constructive response style that values students' ideas and encourages exploration of their writing intentions, helping them to clarify their thoughts and consider new alternatives.
2.3.3.3 Overlooking the students’ varying levels of writing ability
A common issue in teachers' written feedback is the tendency to provide identical comments for all students, despite their varying levels of language proficiency, competence, and creativity This uniform approach overlooks the distinct writing abilities and comprehension needs of each learner Research indicates that lower-ability writers often focus on superficial grammatical corrections, while higher-ability students prioritize content quality before addressing details such as spelling and punctuation (Hedge, 1990, p.23) Tailoring feedback to individual student needs can enhance their writing development and engagement with the revision process.
Considering the diverse writing abilities of students is crucial for teachers to provide effective feedback This approach not only informs educators about individual students but also offers insights into the overall learning progress of the class (Lewis, 2002, p.1) By assessing how well students incorporate new language concepts, teachers can identify which aspects are truly understood Ferris et al (1998) suggest that writing instructors should tailor their responses to accommodate the different skill levels of their students.
Ferris (2003) provides a list of considerations concerning teacher feedback which focuses on communication and process; the most important of which are the following:
Effective feedback on writing must encompass various elements, including content, structure, and grammar This holistic approach is crucial, as quality writing is influenced by multiple competencies Language learners should strive to achieve a well-rounded proficiency that integrates all these essential components of good writing.
Effective feedback must be clear and systematic to support learners' development It should be comprehensible and non-judgmental, highlighting errors in a way that reduces ambiguity and vagueness, ultimately guiding learners toward improvement.
Feedback for second language learners must account for contextual variables, such as their background knowledge and prior experiences, which influence their writing Understanding the cultural and linguistic norms of the target language is essential for effective feedback This consideration can be integrated into the instructional stage, allowing educators to address specific deficiencies before learners submit their work By focusing on these prior experiences during instruction, educators can help reduce the likelihood of writing challenges in the future.
2.3.5 Major issues in giving teacher feedback
Research on teacher feedback in L2 writing classes highlights key issues in responding to L2 writers, as noted by scholars like Ferris (2003) and Reid (1993) Their findings categorize these issues into three main areas: the goals of the class, the roles of the teacher, and the strategies employed for providing feedback.
The context of the study
The study took place at Nghe An No 2 Boarding Ethnic High School in Nghe An province, a recognized standard national school The institution features 15 classrooms and a multi-functional room for physical education and meetings Currently, the school serves 450 students, averaging 30 students per class, with a faculty of five English teachers and 35 teachers for other subjects, all of whom are young and hold B.A degrees.
Many school students in remote or mountainous areas come from ethnic minority farming families with challenging living conditions After school, they assist with household chores and farming, demonstrating their hard-working and well-behaved nature However, they often struggle academically, particularly in English, where low proficiency leads to reliance on short phrases and inaccurate grammar, causing anxiety in the classroom English classes occur three times a week, utilizing limited resources such as textbooks and cassette players, focusing solely on the prescribed curriculum Despite their desire to improve their English skills, students primarily learn for exams, resulting in a narrow understanding of grammar, vocabulary, and the four language skills: speaking, listening, reading, and writing Writing, in particular, poses significant challenges due to the need for careful planning, organization, and attention to spelling and punctuation, which is exacerbated by their overall low language proficiency.
This study is conducted with the hope to raise teachers and students’ awareness of the importance of giving feedback and effective ways to give feedback on student writing.
The textbooks
Nghe An No 2 Boarding Ethnic High School utilizes English Basic textbooks for grades 10, 11, and 12, which are aligned with the new national curriculum These textbooks emphasize a learner-centered and communicative approach, incorporating task-based teaching methods Each textbook consists of 16 units along with six review units titled "Test Yourself."
Each unit covers a topic and is sub-divided into five sections: Reading, Speaking, Listening, Writing and Language Focus Each part is supposed to be taught in 45 minutes.
The "Tieng Anh 11" textbook, a key resource for English learning, features sixteen units divided into five sections, with the writing lesson introduced after reading, speaking, and listening Utilizing theme-based and task-based approaches, each writing section includes tasks aimed at enhancing students' skills in composing personal and invitation letters, as well as describing information The writing process is guided by model analysis, language work, and structured writing activities, culminating in a requirement for students to produce texts of 120-130 words on familiar topics within a 45-minute timeframe However, this structured approach limits opportunities for free writing practice, which contradicts the goal of Communicative Language Teaching (CLT) to foster independent and effective writers, while also restricting teachers' ability to provide feedback or encourage multi-draft writing.
Participants
The subjects of the study are the two groups of grade 11 with the total of
The study involves 50 students and 4 English teachers at a school with over 450 students, making random individual sampling challenging Instead, the author selects classes for investigation, facilitating the observation of participants completing questionnaires during class The selected classes represent a balanced mix of students with varying English proficiency levels: good, average, and poor Among the 50 students, 22 are male and 28 are female, all aged between 16 and 17, with most having studied English for five to six years Notably, only 20% of the students perceive their English writing skills as fair, while a significant 80% consider their writing abilities to be poor, indicating that the majority of participants struggle with writing proficiency.
The study involves four English teachers, aged between 30 and 40, all of whom hold a B.A in English and have over 10 years of teaching experience Specifically, they have taught writing for six years since the introduction of a separate writing section in new English textbooks Eager to contribute, they hope the survey results will enhance their understanding of students' preferences regarding teacher feedback.
Access to the teachers and students would not be a problem as the researcher proposed to distribute the questionnaires to those who are learning and working within her own group.
Instruments for Data Collection
This study utilized three primary instruments to gather comprehensive data: questionnaires, follow-up interviews, and document analysis While the majority of the collected data was qualitative, it also included some quantitative elements.
The survey questionnaire was structured into three distinct sections The first section gathered personal information from students, including their gender, years of English study, and writing performance as assessed The second section focused on students’ opinions regarding their writing tasks and the challenges they face in developing writing skills The final section sought insights into students' perceptions of teacher feedback, the factors influencing their understanding of this feedback, and their suggestions for improvement Overall, the questionnaire comprised sixteen questions, with a Likert scale applied to specific items (questions 1, 2, and 9).
Question 1 to question 8 ask students about the importance of writing skill, the time they spend to study at home, the problems they have when studying writing skill, their opinion about the time of one writing lesson.
Question 9 examines what students think of the importance of their teachers’ written feedback.
Question 10 to question 16 work out the students’ opinions on teachers responding practice in terms of the feedback types, feedback focus, the way teacher use to indicate the errors and their feeling about their teacher feedback.
The student questionnaire aims to gather insights on students' perceptions of writing lessons, their views on teachers' feedback, their preferred types and formats of feedback, and the challenges they face in utilizing this feedback Based on the findings, the researcher will provide recommendations to enhance the existing feedback methods for the benefit of students.
The article is divided into two key sections: the first focuses on teachers' personal details, including gender, age, and teaching experience, while the second explores their motivations for giving feedback, preferred feedback methods, types of feedback utilized, and strategies for helping students effectively understand their comments Additionally, it addresses the challenges teachers face in creating and delivering feedback The teacher questionnaire consists of seven questions.
Question 1 to question 5 aims at finding the purpose of giving feedback, the teachers’ practice of giving feedback, the frequency of teachers’ written feedback to each student’s composition, the frequency of using the forms as well as the types of feedback when responding to student writing and the focus of feedback.
Question 6 and question 7 deal with the teachers’ problems in responding to the student writing They are hoped to find out the causes of the current problems.
A follow-up interview was conducted with two English teachers after they completed a questionnaire, utilizing a semi-structured format with open-ended questions based on the questionnaire's content The interviews, held in Vietnamese, lasted 15-20 minutes each, allowing the teachers to elaborate on their feedback practices, the rationale behind their methods, and the challenges they face in providing feedback on student writing The discussions were recorded, transcribed, and subsequently translated into English for analysis.
3.4.4 Document analyses of teacher feedback
Writing samples accompanied by feedback from two teachers were randomly collected and analyzed, focusing on three writing tasks from units 10, 12, and 13 of the 11th-grade textbook This analysis aimed to describe current feedback practices, including response methods, feedback focus, types, and forms, while also identifying challenges faced by teachers in responding to student writing The findings are intended to corroborate results from other sources, enhancing the reliability of the study's conclusions.
The instruments
Four instruments were used to collect the data for the study.
Classroom observation was conducted within a month to get a quick view on teachers’ feedback-giving practice
A questionnaire was conducted among students to gather their opinions on writing skills, their attitudes towards teacher feedback, the challenges they frequently encounter in writing classes, and their preferred types and formats of feedback.
A semi-structured interview was conducted between the researcher and two teachers to explore the purpose of feedback, the various types and forms it takes, and the error correction practices employed by teachers when commenting on students' writing.
The teachers’ written comments on the students’ drafts were done with a view to obtaining the most truthful information about the teachers’ current practice of giving feedback.
Data collection methods
The process consisted of three key steps: initially, questionnaires were distributed to both teachers and students; next, interviews were conducted with two teachers; finally, an analysis was performed on the written feedback provided by teachers regarding students' writing compositions.
In the initial phase of the study, a teacher questionnaire was distributed to four educators, with the researcher available to clarify any uncertainties Following this, the questionnaire was administered to 50 students, ensuring comprehension through transcription and researcher support for any arising questions Before the completion of the questionnaire, the researcher explained its purpose and the expectations for respondents, encouraging them to seek clarification on any unclear aspects of the survey.
Following the completion of the teacher questionnaire, the researcher conducted interviews with two teachers to gain deeper insights into their reasoning behind providing feedback and to explore their current feedback practices.
In the second semester of the school year, the researcher collected students' writings that included teachers' feedback, ensuring anonymity to encourage participation The writings were provided by two teachers, and the researcher randomly selected a sample from the larger pool of documented student work for analysis.