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 study aims to identify students' preferences regarding teachers' corrective feedback and to offer recommendations for educators to enhance their practices, ultimately improving 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 a Boarding High School for Ethnic students.
Minority Students in Tuyen Quang
This research aims to uncover valuable insights into teachers' responses and students' reactions, ultimately providing suggestions for enhancing teacher feedback By understanding these dynamics, the study seeks to help students effectively incorporate 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 the feedback they receive Based on these findings, strategies will be implemented to enhance teacher corrective feedback, ensuring that responses to students' writing are more effective and appropriate.
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 elements of the study, detailing the research context, methodology, data collection, and analysis, alongside the findings and their implications In Chapter 3, the author offers recommendations and suggestions aimed at enhancing teacher feedback to support students in improving their writing skills.
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 issues in feedback theories, with a particular emphasis on teacher feedback It addresses two primary aspects: the theoretical foundations of feedback and the specific dynamics of feedback provided by teachers.
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Comment [P10]: Should be in italics
Responding to student writing and providing feedback is a highly debated topic in second language instruction and theory Feedback is recognized as a crucial component of a process-oriented approach to writing, prompting various efforts to define its meaning and significance.
Feedback is a crucial element in the learning process, defined by Ur (1996) as information provided to learners about their performance on tasks, aimed at enhancing their skills and understanding He identifies two key components of feedback: assessment and correction This definition underscores the importance of feedback in education, highlighting its role in fostering improved student achievement.
Keh (1989) defined feedback as any response from a reader to a writer that aids in revision, highlighting the importance of comments, questions, and suggestions to create reader-focused writing This interaction between a writer's ideas and a reader's perceptions is essential for effective writing (Chaudron, 1984) Feedback serves as a vital communication tool for teachers to guide students in their writing development Additionally, researchers like Ferris (2003) and Leki (1990) agree that feedback is most beneficial when provided during the intermediate stages of the writing process.
Dreham (1995) compares feedback to a two-bullock cart, emphasizing that for effective progress, both bullocks must understand their purpose and each other This analogy underscores the importance of collaboration between teachers and students in the feedback process, suggesting that effective teacher feedback is crucial for facilitating student revision.
Seow (2002) defines feedback as the teacher's prompt initial reaction to students' drafts, emphasizing that responses should occur during preliminary or intermediate stages rather than after the final submission This approach allows students to address unclear aspects and make improvements, highlighting the importance of revising drafts at least once more If feedback is only given after a single graded draft, it arrives too late for meaningful changes Additionally, Raimes (1983) asserts that responding to students' writing is integral to the teaching process, indicating that feedback should be an ongoing part of writing development rather than a one-time evaluation.
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 like timing, location, and attitudes (Taylor, 1997) Research by Huntley (1992) and Truscott (1996) indicates that correcting surface-level errors may be unproductive and not worth instructors' efforts Truscott even advocates for abandoning this approach in second language writing classes due to potential negative effects This perspective is supported by various studies highlighting the ineffectiveness of explicit error correction on improving writing skills in second language contexts (Keper, 1991; Sheppard, 1992).
Research highlights the crucial role of feedback in teaching English as a second language, emphasizing that corrective feedback enhances students' written accuracy According to Schulz (1996), students' perceptions of effective feedback and their expectations of teacher feedback techniques can significantly impact its effectiveness Hedge (2000) supports this notion, stating that feedback from teachers and peers allows learners to test hypotheses and refine their understanding of the language system Effective feedback not only encourages students to revise their work but also fosters their motivation and interest in writing Furthermore, personalized comments provide tailored writing instruction, ensuring that individual student needs and challenges are adequately 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' writing skills and developing their unique writing styles By facilitating the writing process, constructive feedback guides students toward achieving 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
Raimes (1983) emphasized the importance of students developing the ability to critically assess their own writing, stating that it is essential for them to express their thoughts fluently, logically, and accurately This highlights the necessity for students to identify and correct their mistakes, as self-editing plays a crucial role in language learning success Learners who engage in self-reflection and learn from their failures are more likely to overcome challenges compared to those who neglect to understand the reasons behind their setbacks.
To achieve success in self-editing their writing, students must utilize specific techniques that encourage critical analysis of their own work at appropriate stages of the writing process These techniques, similar to those used in close reading, help students develop essential critical skills It is crucial for students to manage these skills during the idea formation phase and to understand not only how to edit their writing but also when to do so effectively.