ThiNganHang Sách - Tài liệu thi tuyển
30 câu trắc nghiệm Quản trị nguồn nhân lực (Có Đáp án)
122876
1161
0
MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY
NGUYEN THI HOAI AN
STUDENTS’ PERCEPTION
ON TEACHER’S USE OF ORAL CORRECTIVE FEEDBACK
IN SPEAKING CLASSES IN QUY NHON UNIVERSITY
Field: Theory and Methodology of English Language Teaching
Code: 8140111
Supervisor: o P of D Ng ễn Thị Th Hiền
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƢỜNG ĐẠI HỌC QUY NHƠN
NGUYỄN THỊ HOÀI AN
NHẬN THỨC CỦA HỌC SINH
VỀ HÌNH THỨC PHẢN HỒI LỖI CỦA GIÁO VIÊN
TRONG LỚP HỌC NÓI
TẠI TRƢỜNG ĐẠI HỌC QUY NHƠN
Chuyên ngành: Lý Luận và Phƣơng Pháp dạy học bộ môn Tiếng Anh
Mã số: 8140111
Ngƣời hƣớng dẫn PGS TS Ng ễn Thị Th Hiền
i
STATEMENT OF AUTHORSHIP
I hereby certify that the thesis entitled “STUDENTS’ PERCEPTION ON
TEACHER’S USE OF ORAL CORRECTIVE FEEDBACK IN
SPEAKING CLASSES IN QUY NHON UNIVERSITY” is the result of
my research for the Degree of Master of Art. This thesis has not been
submitted for any degree at any other university or tertiary institution . To the
best of my knowledge, the thesis contains no material previously published or
written by other people except where the references are made in the thesis
itself.
Author’s signature
Nguyễn Thị Hoài An
ii
ACKNOWLEDGEMENTS
This study would not have taken its final shape without significant
support and efforts from many people who worked diligently to assist me,
believed in me and encouraged me to pursue the final goal. I would like to
take this opportunity to acknowledge my sincere gratitude to all those
concerned.
My wholehearted appreciation goes to my supervisor, Assoc. Prof. Dr.
Nguyen Thi Thu Hien for her patience, invaluable guidance, support and
sincere advice throughout the years of academic work. Her thorough and
immediate feedback, profound insights, professional support, dedication and
devotion have given me admiration and motivation to complete my research.
I would also like to extend my sincere gratitude to teachers, lecturers
and professors of Quy Nhon University for patiently and wholeheartedly
providing me with precious knowledge and guiding me through the process
required to complete my program of study.
I also gratefully acknowledge participant teachers and students at Quy
Nhon university for their helpful contribution and co-operation in this study.
A special mention goes to my best friends and colleagues whose
understanding, sympathy, and support were invaluable spiritual strength for
me during the process of completing this work.
Last but not least, I owe a great debt to my parents who give me advice,
unconditional love and support that have providing me with encouragement to
further my learning and fulfil my dual responsibility throughout my walks of
life.
iii
ABSTRACT
Oral corrective feedback (OCF) which is one of the central themes in
second language (L2) pedagogy and research in applied linguistics and L2
acquisition has received growing interest for the past two decades. However,
little research has been done with respect to students’ perception and teachers’
practice of providing OCF in the context of English as a Foreign Language
(EFL) teaching and learning in Vietnam. The current study extends this line
of research by investigating the tertiary Vietnamese EFL students’ perception
concerning the importance, types, timing and target of OCF and exp loring
how the teachers practice giving OCF in speaking classes. The data consisted
of questionnaires with 127 students, interviews with 15 of those who
completed the questionnaires, and 17 classroom observations of 3 EFL
teachers at a university in Vietnam. The findings disclosed that students
endorsed the benefit of OCF and desire to be corrected when making errors.
Regarding feedback timing, the students preferred feedback delayed until they
finish speaking. In addition, frequency and seriousness are two factors that
need to be considered to decide which error should be treated. Explicit
feedback was the most favored technique, while paralinguistic was not highly
valued. With regard to teachers’ practice, explicit feedback was also the most
frequently used, followed by recast. Hopefully, the findings of the study have
provided an insightful understanding of how OCF is perceived by students
and teachers’ actual practices in the tertiary settings in Vietnam. From these
empirical findings, relevant implications are suggested for better OCF
provision to improve students’ speaking skill.
iv
TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP ................................................................... i
ACKNOWLEDGEMENTS .............................................................................. ii
ABSTRACT ..................................................................................................... iii
TABLE OF CONTENTS ................................................................................. iv
LIST OF ABBREVIATIONS .......................................................................... vi
LIST OF TABLES .......................................................................................... vii
CHAPTER 1. INTRODUCTION ..................................................................... 1
1.2. AIMS AND OBJECTIVES ................................................................... 3
1.2.1. Aims ................................................................................................ 3
1.2.2. Objectives ........................................................................................ 3
1.3. RESEARCH QUESTIONS.................................................................... 3
1.4. SCOPE OF THE STUDY ...................................................................... 4
1.5. METHOD OF THE STUDY ............... Error! Bookmark not defined.
1.6. SIGNIFICANCE OF THE STUDY ....................................................... 4
1.7. ORGANIZATION OF THE STUDY .................................................... 4
CHAPTER 2. LITERATURE REVIEW .......................................................... 6
2.1. STUDENTS’ PERCEPTION ................................................................. 6
2.2. LANGUAGE ERRORS ......................................................................... 7
2.3. OVERVIEW OF ORAL CORRECTIVE FEEDBACK ........................ 9
2.3.1. Definition of feedback .................................................................... 9
2.3.2. Oral corrective feedback ............................................................... 10
2.4. PREVIOUS STUDIES RELEVANT TO THE PRESENT STUDY .. 19
2.4.1. Studies on teachers’ practice of oral corrective feedback ............ 19
2.4.2. Studies on students’ perception of oral corrective feedback ........ 21
2.5. CHAPTER SUMMARY ...................................................................... 25
v
CHAPTER 3. METHODOLOGY .................................................................. 27
3.1. RESEARCH DESIGN ......................................................................... 27
3.2. RESEARCH SETTING ....................................................................... 28
3.3. RESEARCH PARTICIPANTS ........................................................... 29
3.4. RESEARCH INSTRUMENTS ............................................................ 30
3.4.1. Observation ................................................................................... 31
3.4.2. Questionnaire ................................................................................ 32
3.4.3. Semi-structured interview ............................................................. 33
3.5. DATA COLLECTION PROCEDURE ................................................ 34
3.6. DATA ANALYSIS PROCEDURE ..................................................... 36
3.7. RESEARCH RELIABILITY AND VALIDITY ................................. 37
3.8. ETHICAL CONSIDERATIONS ......................................................... 37
3.9. CHAPTER SUMMARY ...................................................................... 38
CHAPTER 4. FINDINGS AND DISCUSSION ............................................ 39
4.1. FINDINGS ........................................................................................... 39
4.1.1. Teachers’ uses of oral corrective feedback ................................... 39
4.1.2. Students’ perception of oral corrective feedback ......................... 44
4.2. DISCUSSION ...................................................................................... 60
4.2.1. Teachers’ uses of oral corrective feedback ................................... 60
4.2.2. Students’ perception of oral corrective feedback ......................... 63
4.3. SUMMARY ......................................................................................... 67
CHAPTER 5. CONCLUSION ........................................................................ 68
5.1. SUMMARY OF THE FINDINGS ...................................................... 68
5.2.PEDAGOGICAL IMPLICATIONS FOR TEACHING AND
LEARNING PROCESS .............................................................................. 70
5.3. LIMITATIONS OF THE STUDY ....................................................... 70
5.4. RECOMMENDATIONS FOR FURTHER WORK............................ 71
REFERENCES ................................................................................................ 73
APPENDICES
vi
LIST OF ABBREVIATIONS
CF Corrective Feedback
EFL English as a Foreign Language
L2 Second Language
OCF Oral Corrective Feedback
vii
LIST OF TABLES
Table 2.1. Classifications of OCF ( Ranta and Lyster, 2007) ......................... 14
Table 2.2. A taxonomy of OCF strategies (Sheen and Ellis, 2001, p. 594).... 18
Table 4.1. Number of observed OCF moves .................................................. 40
Table 4.2. Frequency of OCF types ................................................................ 40
Table 4.3. Students’ perception of the role of OCF ........................................ 45
Table 4.4. Students’ preferences for OCF timing ........................................... 48
Table 4.5. Preferences for the Frequency of Correction for Different Types of
Spoken Errors .................................................................................... 52
Table 4.6. Students’ preferences for types of OCF ........................................ 54