LUAN VAN THAC SY TIENG ANH

VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES





LE VAN MAY






STUDENTS’ ATTITUDES TOWARDS TEACHERS’
CORRECTIVE FEEDBACK IN WRITING AT YEN THUAN SECONDARY SCHOOL IN TUYEN QUANG

THÁI ĐỘ CỦA HỌC SINH ĐỐI VỚI PHẢN HỒI
THÔNG TIN CHỮA LỖI CỦA GIÁO VIÊN
TRONG MÔN VIẾT Ở TRƯỜNG THCS YÊN THUẬN - HÀM YÊN - TUYÊN QUANG




MA. MINOR THESIS
FIELD: METHODOLOGY
CODE 0780110










HA NOI - 2011

VIETNAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




LE VAN MAY


STUDENTS’ ATTITUDES TOWARDS TEACHERS’
CORRECTIVE FEEDBACK IN WRITING AT YEN THUAN SECONDARY SCHOOL IN TUYEN QUANG

THÁI ĐỘ CỦA HỌC SINH ĐỐI VỚI PHẢN HỒI
THÔNG TIN CHỮA LỖI CỦA GIÁO VIÊN
TRONG MÔN VIẾT Ở TRƯỜNG THCS YÊN THUẬN - HÀM YÊN - TUYÊN QUANG




MA. MINOR THESIS
FIELD: METHODOLOGY
CODE 0780110







HA NOI - 2011






CERTIFICATE OF ORIGINALITY OF PROJECT REPORT

I certify my authority of the Study Project Report submitted entitled
Students’ Attitudes towards Teachers’ Corrective Feedback in Writing
At Yen Thuan secondary school – Ham Yen - Tuyen Quang
in fulfillment of the requirements for the degree Master of Arts

Hanoi, may 2011


Le van may




















ACKNOWLEDGEMENTS


First of all, I would like to express my deepest thanks to my superior Do Xuan Khoi, M.A. for the support, guidance and valuable critical feedback. His help, stimulating suggestion and encouragement helped me a lot right from the beginning to the end of this study.

I would like acknowledge my sincere thanks to the headmaster, the teachers of English Group and the students at Yen Thuan secondary school Ham Yen - Tuyen Quang who helped me a lot and showed great willingness to take part in my survey.

My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticism, their interest and encouragement.

Last but not least, I want to express my deepest gratitude to my wife, my parents and my children for their love, care, tolerance and encouragement.









ABSTRACT
Many language educators and researchers (e.g., Nunan; 1987; Horwitz, 1988; Schulz, 2001) claim that matching the expectations of teachers and students is important for successful language learning. Accordingly, it is beneficial for teachers to discover their students’ perceptions toward the feedback they received. This study investigates the students’ attitudes towards teachers’ corrective feedback at Yen Thuan secondary school Ham Yen- Tuyen Quang. The participants included 4 teachers of English and 100 students from Grade 7 to 8. The data were collected from survey questionnaires for students, the direct interview with four teachers and teachers’ commentary on the students’ written work. The results show that there is a slight mismatch between teachers’ beliefs and students’ preferences for teacher corrective feedback regarding feedback types and forms, various features of writing, and error correction techniques. Also, it is important for teachers to be aware of the impact of their feedback practices on students’ expectations and attitudes. On this basis, the study recommends a number of directions for teachers to help them improve their feedback practices more effectively.


TABLE OF CONTENTS
Certification…………………………………………………………………...i
Acknowledgements………………………………………………...………....ii
Abstract………………………………………………………………….…...iii
PART ONE - INTRODUCTION
1.1. Rationale of the study 1
1.2. Aims of the study. 3
1.3. Research questions 3
1.4. Scope of the study 4
1.5. Significance of the research 4
1.6. Methods of the study 4
1.7. Design of the study 5
Summary
PART TWO. DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Theoretical backgrounds of feedback
1.1.1. Definitions of feedback 6
1.1.2. The importance of feedback in L2 writing 8
1.1.2. Types of feedback to students’ writing. 9
1.1.2.1. Self-editing 9
1.1.2.2. Peer feedback 10
1.1.2.3. Teacher’s feedback 11
1.2. The focus of teacher feedback 13
1.2.1. Types of teacher feedback 13
1.2.1.1. Marginal versus end feedback 13
1.2.1.2. Positive versus negative feedback 14
1.2.1.3.