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Over the last few years, corrective feedback, which is an indispensable part in foreign language teaching, has become a highly controversial issue. Many empirical studies in many countries have explored the impact of corrective feedback on second language acquisition. Nevertheless, not many topics relating corrective feedback have been studied in Vietnam. In addition, few studies provided the real situation in using oral corrective feedback of student teachers, who are teaching under the supervision of a certified teacher in order to qualify for a degree in education, in schools during practicum time. Thus, this study investigated the use of oral corrective feedback of student teachers in English Speaking lessons at Phan Đình Phùng high school, which hopes to fill the gap. The central aims of the current study are to find out the types of corrective feedback used by the student teachers, factors influencing their choice for different types of corrective feedback, types of corrective feedback leading to most uptake and repair for students and students’ preferences for different types of corrective feedback. To collect sufficient reliable and valid data for the study, questionnaires, stimulated recall interviews and observations were employed. 235 students and 25 student teachers were invited to answer the survey questionnaires. The researcher observed seven speaking periods of seven classes and conducted six stimulated recall interviews with six student teachers. The study found out that the student teachers used all six types of corrective feedback, among which they opted for repetition, recast, and explicit correction feedback type the most. The results of data analysis also revealed that the students’ error types, one of the internal factors, and time pressure, one of the external factors, guided the student teachers’ choice for different types of corrective feedback the most. Besides, other factors both external and internal such as students’ learning style, student’ inattention or the studentteachers’ desire also have some effect on the studentteacher’s choice of feedback type. Regarding the types of corrective feedback leading to most uptake and repair for students, data from classroom observations and questionnaires for the studentteachers showed that explicit correction, repetition and recast were the three most efficient types. Repetition, explicit correction, and elicitation were three most effective types according to students’ evaluation. Finally, most students preferred to receive explicit correction and repetition.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION THESIS STUDENT-TEACHERS’ USE OF ORAL CORRECTIVE FEEDBACK IN ENGLISH SPEAKING LESSONS AT PHAN DINH PHUNG HIGH SCHOOL, HANOI Supervisor: Lương Quỳnh Trang, M.A. Student: Nguyễn Khánh Huyền QH2010 Ha Noi, May 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP VIỆC SỬ DỤNG NHỮNG NHẬN XÉT PHẢN HỒI KHẮC PHỤC THÔNG QUA LỜI NÓI CỦA CÁC GIÁO SINH TRONG CÁC GIỜ NÓI TIẾNG ANH TẠI TRƯỜNG TRUNG HỌC PHỔ THÔNG PHAN ĐÌNH PHÙNG, HÀ NỘI Giáo viên hướng dẫn: Thạc sĩ Lương Quỳnh Trang Sinh viên: Nguyễn Khánh Huyền Khoá: QH2010 HÀ NỘI – NĂM 2014 ACCEPTANCE I hereby state that I, Nguyễn Khánh Huyền, class: QH2010.F.1.E4, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University relating to the retention and use of Bachelor’s Graduation Paper deposited in the library. In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper. Signature Nguyễn Khánh Huyền Hanoi, May 5 th , 2014 ACKNOWLEGMENT First and foremost, I would like to express my gratitude towards my supervisor, Ms. Lương Quỳnh Trang, for her valuable guidance and advice. She has inspired me greatly to conduct this research. I also would like to thank her for providing such a nice support, constructive feedback, and suggested sources of useful materials. Secondly, I give my thanks to Ms. Đoàn Thị Thu Trang for her detailed comments for my research proposal and Mr. Lục Đình Quang for his helpful suggestions for the first three chapters of this study. Thirdly, I wish to express my sincere thanks to 25 student- teachers and 235 beloved students in seven classes including 10D1, 10D2, 10D5, 10Q1, 11D3, 12A2 and 12A3 at Phan Đình Phùng high school, who spent time completing my questionnaire in detail. I would like to give special thanks to six student- teachers who were willing to attend my stimulated recall interviews. Appreciation is also expressed to five main English teachers in seven classes at Phan Đình Phùng high school who allowed me to conduct classroom observations and some other teachers who created chances for me to distribute the questionnaires to the students. Lastly, I heartily thank my family members, especially my mother, for their encouragement that has helped me complete my thesis. ABSTRACT Over the last few years, corrective feedback, which is an indispensable part in foreign language teaching, has become a highly controversial issue. Many empirical studies in many countries have explored the impact of corrective feedback on second language acquisition. 4 Nevertheless, not many topics relating corrective feedback have been studied in Vietnam. In addition, few studies provided the real situation in using oral corrective feedback of student- teachers, who are teaching under the supervision of a certified teacher in order to qualify for a degree in education, in schools during practicum time. Thus, this study investigated the use of oral corrective feedback of student- teachers in English Speaking lessons at Phan Đình Phùng high school, which hopes to fill the gap. The central aims of the current study are to find out the types of corrective feedback used by the student- teachers, factors influencing their choice for different types of corrective feedback, types of corrective feedback leading to most uptake and repair for students and students’ preferences for different types of corrective feedback. To collect sufficient reliable and valid data for the study, questionnaires, stimulated recall interviews and observations were employed. 235 students and 25 student- teachers were invited to answer the survey questionnaires. The researcher observed seven speaking periods of seven classes and conducted six stimulated recall interviews with six student- teachers. The study found out that the student- teachers used all six types of corrective feedback, among which they opted for repetition, recast, and explicit correction feedback type the most. The results of data analysis also revealed that the students’ error types, one of the internal factors, and time pressure, one of the external factors, guided the student- teachers’ choice for different types of corrective feedback the most. Besides, other factors both external and internal such as students’ learning style, student’ inattention or the student- teachers’ desire also have some effect on the student-teacher’s choice of feedback type. Regarding the types of corrective feedback leading to most uptake and repair for students, data from classroom observations and questionnaires for the student-teachers showed that explicit correction, repetition and recast were the three most efficient types. Repetition, explicit correction, and elicitation were three most effective types according to 5 students’ evaluation. Finally, most students preferred to receive explicit correction and repetition. TABLE OF CONTENTS TABLE OF CONTENTS PAGE Acknowledgements Abstract List of figures, tables and abbreviations i ii-iii vii-viii 6 CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and rationale for the study 1.2 Aims and research questions of the study 1.3 Scope of the study 1.4 Methods of the study 1.4.1 Data collection methods 1.4.2 Data analysis methods 1.5 Significance of the study 1.6 Organization of the study 1-2 2-3 3 3 3-4 4-5 5 5 CHAPTER 2: LITERATURE REVIEW 2.1 Key concepts 2.1.1 Corrective feedback 2.1.1.1 Definition 2.1.1.2 Types of corrective feedback 2.1.1.3 Factors influencing teachers’ choice for different types of corrective feedback 2.1.2 Students’ uptake 2.1.2.1 Definition of uptake 2.1.2.2 Types of student uptake 2.2. Overview of related studies 6 6 6 6-9 9-10 10 10 10-12 12-14 7 CHAPTER 3: METHODOLOGY 3.1. The setting of the study 3.2. Description of samples and sampling methods 3.3 Data collection instruments 3.3.1 Survey questionnaire 3.3.2 Classroom observation 3.3.3 Stimulated Recall 3.4 Data collection procedures 3.4.1 Survey questionnaire 3.4.2 Classroom observation 3.4.3 Stimulated Recall 3.5. Data analysis procedures 3.5.1 Survey questionnaire 3.5.2 Classroom observation 3.5.3 Stimulated recall 15 15-16 16 16-17 17-18 18 18 18-19 19 19-20 20 20-21 21 21 CHAPTER 4: FINDINGS AND DISCUSSION 4.1. Research question 1: What types of corrective feedback used by the student- teachers in speaking lessons? 4.2. Research question 2: Which factors guide the student-teachers’ choice for different types of corrective feedback in Speaking lessons? 4.2.1 Survey questionnaire 4.2.2 Stimulated recalls 4.3 Research question 3: Which types of corrective feedback do the students and student-teachers think lead to most uptake and repair? 4.3.1 Students’ opinions 4.3.2 Student- teachers’ opinions 4.3.3 Class observation 4.4 Research question 4: Which types of feedback do the students prefer to get? 22-25 25 25-26 26-32 32 32-34 34-36 36-38 38-43 CHAPTER 5: CONCLUSION 5.1 Summary of findings 5.2 Pedagogical implications 44-45 45-46 8 5.3 Limitations of the study 5.4 Suggestions for further research 46-47 47-48 REFERENCES 49-51 APPENDICES APPENDIX 1: Survey questionnaire for student-teachers APPENDIX 2 : Survey questionnaire for students APPENDIX 3: Stimulated recall questions APPENDIX 4: Stimulated recall coding APPENDIX 5: Stimulated recall interviews transcript APPENDIX 6: Observation schemes I-V VI-XII XIII XIV- XX XXI- XXIX XXX- XLVII LIST OF TABLES, FIGURES AND ABBREVATIONS LIST OF TABLES PAGE Table 1 Observation scheme 17 Table 2 Distribution of uptake and repair in relation to corrective feedback types 36 Table 3 Mean of students’ preferences 38-40 LIST OF FIGURES Figure 1 Distribution of types of corrective feedback (according to survey questionnaire for the student-teachers) 23 Figure 2 Distribution of types of corrective feedback (according to survey questionnaires for students) 24 Figure 3 Distribution of factors guiding the teacher- trainees' choice for different types of corrective feedback 25 Figure 4 Distribution of the effectiveness of types of corrective feedback (according to the students) 33 Figure 5 Distribution of the effectiveness of types of corrective feedback (according to the student- teachers) 35 9 LIST OF ABBREVATIONS FELTE: Faculty of English Language Teacher Education ULIS: University of Languages and International Studies VNU: Vietnam National University PDP: Phan Đình Phùng ELT: English Language Teaching ESL: English as a Second Language EFL: English as a Foreign Language 10 [...]... practicum took place from 10th February to 22nd March, 2014 The student-teachers were assigned to teach students in 10 th, 11th and 12th grade, using the standard English textbooks, i.e Tieng Anh 10, Tieng Anh 11 and Tieng Anh 12 Because this study investigated the use of oral corrective feedback by the student-teachers in the real classrooms, both the studentteachers and students in their classes were invited... student-teachers, so it was easier for her to access the research site and prospective participants 1.4 Methods of the study 1.4.1 Data collection methods The researcher made use of both quantitative (survey questionnaires) and qualitative (classroom observations and stimulated recalls) methods to obtain data for the study First of all, questionnaires were distributed to 25 teacher- trainees at PDP high school... research question.The researcher conducted stimulated recall interviews after she observed speaking lessons in sixclasses including 10D2, 10D5, 10Q1, 11D3, 12A2 and 12A3.The quality of videos recorded in class 10D1 was bad because of the bad quality of the recording instrument, the soft voice of the teacher- trainee and the noise of the class Hence, the researcher did not apply this method with the teacher-... recorded This method was conducted with six teacher- trainees who were called A, B, C, D, E and F respectively, in six classes including 10D2,10D5,10Q1,11D3,12A2 and 12A3 The video of class 10D1 had bad quality, so the researcher did not conduct this method with the teacher-trainee at this class All of the stimulated recall interviews with the student- teachers were transcribed and kept in Vietnamese... questions will be described in detail The research setting, participants, data collection instruments as well as the procedure of data collection and analysis will be explained 3.1 The setting of the study Phan Dinh Phung high school is a big school in the centre of Hanoi The researcher chose PDP high school as it was the one she did practicum in Hence, it is easier for her to get necessary data For many . been an increasing interest in researching corrective feedback in second language learning in recent years. It can be seen that learners’ errors play significant roles in the studying process. teacher in order to qualify for a degree in education, in schools during practicum time. Thus, this study investigated the use of oral corrective feedback of student- teachers in English Speaking. topics relating corrective feedback have been studied in Vietnam. In addition, few studies provided the real situation in using oral corrective feedback of student- teachers, who are teaching under