Aims of the study
This research is designed to explore students‟ attitudes toward their teachers‟ corrective feedback at The Boarding High School for Ethnic
Minority Students in Tuyen Quang It is expected to achieve the three primary aims:
(i) to investigate the teacher feedback-giving practice in writing classes: their responding methods, their feedback focus as well as the feedback types and forms
(ii) to investigate the students‟ perceptions of the feedback they receive and their recommendations for improving it
This article aims to explore students' preferences regarding teachers' corrective feedback and offers recommendations for educators to enhance their practices, ultimately improving their responses to students' writing.
Research questions
In order to achieve the mentioned aims above, the following research questions will be included in the study:
1 How do the teachers respond to the students‟ writing?
2 What are the students‟ opinions on the feedback they received?
3 What are EFL students‟ preferences for teachers‟ corrective feedback techniques?
Scope of the study
Feedback in writing is such a broad topic that the researcher cannot discuss all the aspects related Therefore, within the framework of a minor
This study specifically examines the role of teacher corrective feedback in addressing students' writing at the Boarding High School for Ethnic.
Minority Students in Tuyen Quang
This research aims to offer valuable insights into the actions taken by teachers in response to student work and the subsequent reactions of students The findings may lead to recommendations for enhancing teacher feedback and assisting students in effectively incorporating this feedback into their writing revisions.
To realize the aims, the following methods for data collection were employed in the study
Data were collected by means of survey questionnaires for 100 students at
The Boarding High School for Ethnic Minority Students in Tuyen Quang The questionnaires included closed-ended questions, open-ended questions and
Other sources for data collection came from classroom observation, an interview between the researcher and four teachers, and collection of the teachers‟ written comments on the students‟ written work
This article explores four data collection sources aimed at gaining new insights into teachers' feedback practices and students' responses to that feedback Based on these findings, strategies will be implemented to enhance the effectiveness of teacher corrective feedback, ensuring that responses to student writing are more appropriate and constructive.
This study has three main parts: introduction, development, and conclusion Comment [P8]: a comma betwween development
The introduction briefly states the rationale of the study, the aims, research questions, scope, methods, the significance and the design of the study
The development consists of three chapters: Chapter 1 provides a review of literature on feedback in general and teacher feedback in particular
Chapter 2 presents the essential components of the study, detailing the research context, methodology, data collection, analysis, findings, and their implications Meanwhile, Chapter 3 offers the author's recommendations for enhancing teacher feedback to facilitate improved writing skills among students.
The conclusion at the end gives a summary of the main issues that have been discussed so far in the study and suggestions for further research
PART TWO DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
This chapter explores key aspects of feedback theories, emphasizing the theoretical foundations of feedback and specifically highlighting the role of teacher feedback.
Comment [P9]: Check the format and the font size
Comment [P10]: Should be in italics
Responding to student writing and providing feedback remains a highly debated issue in second language instruction and theory Recognized as a crucial component of a process-oriented approach to writing, feedback plays an essential role in the learning experience Consequently, there have been various efforts to clearly define the concept of "feedback."
Feedback is defined as information provided to learners regarding their performance on a learning task, aimed at enhancing their effectiveness (Ur, 1996) It consists of two key components: assessment and correction This definition underscores the importance of feedback in the educational process, highlighting its role in facilitating improved student achievement.
Keh (1989) describes feedback as “any output from reader to writer that provides information for revision” (p.18), emphasizing the importance of reader comments, questions, and suggestions in creating reader-focused prose This interaction between a writer's ideas and a reader's perceptions is crucial for effective writing, as noted by Chaudron (1984, p.2) Feedback serves as a vital communication tool for teachers to guide students in their writing, and research by Ferris (2003) and Leki (1990) supports the idea that feedback is most beneficial when provided during intermediate stages of the writing process.
Dreham (1995) compares feedback to a two-bullock cart, emphasizing that for effective movement, both bullocks must understand their purpose and each other This analogy highlights the necessity of a collaborative approach in the feedback process between teachers and students Such collaboration ensures that teacher feedback serves as a powerful tool for student revision, facilitating improved learning outcomes.
Seow (2002) defines feedback as the teacher's prompt response to students' drafts, emphasizing that it should occur during preliminary or intermediate stages rather than at the final draft This approach allows students to make necessary changes before submission, as feedback received too late can hinder improvement Raimes (1983) supports this view, asserting that responding to students' writing is integral to the teaching process Therefore, effective feedback should be an ongoing part of writing instruction, facilitating revisions and enhancing student learning.
1.1.2 The importance of feedback in L2 writing
Just as importantly, a great 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, and attitudes (Taylor, 1997) Research indicates that correcting surface-level errors may be ineffective and not a worthwhile investment of instructors' time (Huntley, 1992; Truscott, 1996) Truscott even argues for the abandonment of such corrections in second language writing classes due to potential negative impacts This perspective is supported by various studies across different second language contexts, which suggest that explicit error correction generally fails to enhance writing skills (Keper, 1991; Sheppard, 1992).
Research underscores the significance of feedback in teaching English as a second language, particularly in enhancing students' written accuracy According to Schulz (1996), students' perceptions of effective feedback and their expectations of teacher evaluation methods can significantly impact the feedback's effectiveness Hedge (2000) supports this view, noting that feedback from both teachers and peers allows learners to test hypotheses and refine their understanding of the language Effective feedback not only encourages students to revise their work but also keeps them engaged and motivated in their writing endeavors Furthermore, personalized comments provide tailored 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
In conclusion, feedback plays a crucial role in enhancing students' sensitivity and personal writing style It is an essential component of the writing process, guiding students towards producing a polished final product.
1.1.2 Types of feedback to students’ writing
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A review of literature on writing reveals three major areas of feedback as revision They are self-editing, peer feedback, and teacher feedback
Self-editing is an important aspect of re-writing It is the last thing a writer does before sending the manuscript off to their agent or an editor
According to Raimes (1983), the key to student success lies in developing the ability to critically evaluate and refine their own writing, enabling them to express their ideas fluently and accurately This self-editing skill is essential in language learning, as students who actively seek to understand and learn from their mistakes are more likely to overcome challenges than those who disregard the reasons for their failures.
To support students in successfully self-editing their writing, it is essential to teach them techniques that enable them to apply critical skills at the appropriate stage of the writing process Just as close reading and writing analysis enhance critical reading, students must exercise these skills while generating ideas Moreover, understanding not only how to edit their work but also when to do so is crucial for effective self-editing.