Khóa luận tốt nghiệp tiếng anh: A study on giving feedback on speaking english for the 10th grade students at tay thuy anh upper secondary school in thai binh

73 1.2K 2
Khóa luận tốt nghiệp tiếng anh: A study on giving feedback on speaking english for the 10th grade students at tay thuy anh upper secondary school in thai binh

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

Thông tin tài liệu

ACKNOWLEDGEMENTS First and foremost, I would like to express my special thanks to M.A Tran Thi Van, my supervisor, who has given me great help with this graduation paper Without her experienced guidance, valuable suggestions and dutiful supervision, my research would be far from finished I would also like to express my thankfulness to teachers and students at Tay Thuy Anh upper-secondary school for their help in completing my survey questionnaires as well as their willingness to share their ideas on the accomplishment of the study I take this opportunity to thank the teachers in Department of Foreign Languages, Taybac University for their help and care for me during the time I this study I am also indebted to all my friends who have kindly given me assistance and encouragement, without whom, the study would have no such great motivation Last but not least, the support extended to me by members of my family has been immeasurable I would like to express my sincere thanks to them for their support and encouragement throughout my study Son La, 30th April, 2015 Le Thi Kim Thoa i ABSTRACT This study was carried out at Tay Thuy Anh upper- secondary school with 100 tenth grade students and teachers The purpose of the study is to investigate the current situation of teachers’ giving feedback and its impacts on students’ learning in speaking lessons Data for the research was collected from observation sheets, questionnaires, and interviews Findings from these instruments reveal that teachers at Tay Thuy Anh upper- secondary school are highly aware of the importance of giving feedback on students’ speaking Their direct feedback is mostly very useful and motivates students to talk at class The limitation of the study and some suggestions for further study are then drawn up ii LIST OF TABLES Table 1: Teachers’ background and their teaching conditions 24 Table 2: Teachers’ attitude towards speaking skill 25 Table3: Reasons for giving no feedback in teaching speaking English skill 26 Table 4: Teachers’ frequency of using some types of feedback 30 Table 5: Teachers’ opinions of types of feedback 31 Table 6: Teachers’ difficulties when giving feedback 31 Table 7: Reasons for giving no feedback in speaking skill 34 Table 8: Students’ opinions about appropriate time for teachers giving feedback in speaking skill 37 Table 9: The students’ preference for the types of feedback by the teachers 39 iii LIST OF CHARTS Chart 1: Status of giving feedback in speaking English lessons 25 Chart 2: Teachers’ purposes in giving feedback for teaching speaking skill 27 Chart 3: The appropriate time for teachers giving feedback in speaking lesson 28 Chart 4: The aspects for teachers’ feedback 29 Chart 5: Year of learning English 32 Chart 6: Students’ opinions of learning speaking skill 33 Chart 7: Status of giving feedback in speaking skill 34 Chart 8: Students’ opinions of teachers’ feedback 35 Chart 9: The effects of teachers’ feedback towards students’ learning 36 Chart 10: The aspects of teachers’ feedback 37 Chart 11: Students’ frequency of receiving feedback 38 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii LIST OF TABLES…………………………………………………………….iii LIST OF CHARTS……………………………………………………….……iv TABLE OF CONTENTS………………………………………………… … v CHAPTER I: INTRODUCTION 1.1 Rationale 1.2 Purposes of the study 1.3 Scope of the study 1.4 Research questions 1.5 Methods of the study 1.6 Overview of the study CHAPTER II: LITERATURE REVIEW 2.1 Theoretical background of speaking 2.1.1 Definition of speaking 2.1.2 Position of speaking skill in English Language Teaching 2.2 Theoretical background of teaching speaking 2.2.1 Definition of teaching speaking 2.2.2 The principles for teaching speaking 2.2.3 The importance of the teaching speaking 2.2.4 The relationship between teaching speaking and different skills 2.2.4.1 The relationship between speaking and listening 10 2.2.4.2 The relationship between speaking and reading 10 2.2.4.3 The relationship between speaking and writing 11 2.3 Theoretical background of feedback 12 v 2.3.1 Definition of giving feedback 12 2.3.2 Types of feedback 13 2.3.3 The impacts of giving feedback on speaking English 13 2.3.3.1 The advantages of giving feedback 13 2.3.3.2 The disadvantages of giving feedback 15 2.3.4 The teacher and students’ roles in giving and receiving feedback in speaking skills 15 2.3.4.1 The teacher’s roles 15 2.3.4.2 The students’ role 16 2.4 Summary 17 CHAPTER III: METHODOLOGY 18 3.1 The setting of the study 18 3.1.1 The participants 18 3.1.2 The teaching context 18 3.1.2.1 Textbook 18 3.1.2.2 Students and their background 18 3.1.2.3 Teachers and teaching conditions 19 3.2 Research instruments 20 3.2.1 Survey questionnaires 20 3.2.1.1 The questionnaire for the teachers 20 3.2.1.2 The questionnaire for the students 21 3.2.2 Class observation 21 3.2.3 Interview 21 3.2.3.1 Students’ interview 22 3.2.3.2 Teachers’ interview 22 vi 3.3 Procedure 22 3.4 Summary 22 CHAPTER IV: DATA ANALYSIS 24 4.1 Introduction 24 4.2 Data analysis 24 4.2.1 Data analysis of the survey questionnaire 24 4.2.1.1 Data analysis of the survey questionnaire for the teachers 24 4.2.1.1.1 Teachers’ background and their teaching conditions 24 4.2.1.1.2 Teachers’ attitude towards teaching speaking skill 25 4.2.1.1.3 Status of giving feedback in speaking English lessons 25 4.2.1.1.4 Reasons for giving no feedback in teaching speaking English skill 26 4.2.1.1.5 Teachers’ purposes in giving feedback for teaching speaking skill 27 4.2.1.1.6 The appropriate time for teachers giving feedback in speaking lesson 28 4.2.1.1.7 The aspects for teachers giving feedback 29 4.2.1.1.8 Teachers’ frequency of using some types of feedback 30 4.2.1.1.9 Teachers’ opinions about types of feedback 31 4.2.1.1.10 Teachers’ difficulties when giving feedback 31 4.2.1.2 Data analysis of the survey questionnaire for the students 32 4.2.1.2.1 The background information of students 32 4.2.1.2.2 Students’ opinions of learning speaking skill 33 4.2.1.2.3 Status of giving feedback in speaking skill 34 4.2.1.2.4 Reasons for giving no feedback in speaking skill 34 4.2.1.2.5 Students’ opinions of teachers’ feedback 35 4.2.1.2.6 The effects of teachers’ feedback towards students’ learning 36 vii 4.2.1.2.7 Students’ opinions about appropriate time for teachers giving feedback in speaking skill 37 4.2.1.2.8 The aspects of teachers’ feedback 37 4.2.1.2.9 Students’ frequency of receiving feedback 38 4.2.1.2.10 The students’ preference for the types of feedback by the teachers 39 4.2.2 Data analysis of the class observation 39 4.2.3 Data analysis of the interview 40 4.2.3.1 Data analysis of the interview for students 40 4.2.3.2 Data analysis of the interview for teachers 41 4.2.4 Summary 42 CHAPTER V: MAJOR FINDINGS AND SOME SUGGESTIONS 43 5.1 Major findings 43 5.2 Some suggestions 44 CHAPTER VI: CONCLUSION 46 REFERENCES I APPENDIX V viii CHAPTER I: INTRODUCTION 1.1 Rationale It is undoubted that nowadays English has become an international language that takes an important role in the social life of the world It helps to narrow the gap between people and people, country and country, continent and continent Moreover, it is the golden key to open human treasure of knowledge particularly in science and technology Therefore, teaching and learning English have been received a great amount of focus from every country all over the world In Vietnam, learning English has become necessary to everybody This demand in language learning has brought about a great amount of positive changes in language teaching Language teachers have looked for and tried different methods and techniques in teaching and learning in order to find the effective ones The effectiveness of a teaching method or technique is reflected in the learners’ language competence that is their abilities to perform the four skills Among which speaking skill appears to be the most important one for both teachers and students, Barry Sesnan (1997) Moreover, there is the fact that the question of teaching speaking effectively and attractively has been the concern of many teachers of English Therefore, it is essential for the teachers to find out effective teaching approaches to make the lesson more interesting so that she can attract students’ attention and help improve their speaking proficiency as well In practice, however, many learners feel frustrated as they find that speaking in a foreign language is a complex matter It is because speaking involves many factors The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001) In learning speaking skill, the students often find some problems The common problem is that their native language causes them difficult to use the foreign language Other reason is because of motivation lack to practice the second language in daily conversation They are also too shy and afraid to take part in the conversation The researcher realizes that although teachers now no longer play a dominant role in class, their guidance, and supports have always been of beneficial help to students Especially teachers' feedback provision in response to students' performance is significantly important Additionally, while good feedback can have an impact on students’ motivation and autonomy, bad feedback, on the other hand, can become a demotivating factor to their learning process Therefore, the suitable kind of feedback and the way feedback should be given to the students so that it fosters their learning and improves their speaking skills is quite frustrating – the problem that most teachers encounter in their speaking classes All the above-mentioned reasons and factors have inspired the writer to conduct a research titled: “A study on giving feedback on speaking English for the 10th grade students at Tay Thuy Anh upper-secondary school in Thai Binh.” 1.2 Purposes of the study The main purposes of this study are: To identify the fact of giving feedback by teachers at Tay Thuy Anh upper- secondary school in English speaking skills To find out the impacts of teachers’ feedback on students in English speaking lessons to suggest on how to give feedback effectively 1.3 Scope of the study In fact, feedback can be largely used in teaching and learning English for students at all grades However, in this study the research only intends to focus on giving feedback on speaking English for 10th grade students at Tay Thuy Anh upper- secondary school in Thai Binh Therefore, the findings and suggestions may be just useful for speaking skills in similar teaching conditions 1.4 Research questions How the teachers give feedback to the 10th form students in English speaking skills? V APPENDIX Survey questionnaires Questionnaire (N1) (For teachers) My name is Le Thi Kim Thoa I am an English major student of Taybac University I am conducting this survey in order to collect data for my graduation thesis entitled “A study on giving feedback on speaking English for the 10th grade students at TayThuyAnh upper-secondary school in Thai Binh”.Your responses are very important to the success of the survey The data will be used only for the purpose of the research, not for any other purposes I would be grateful if you could spend your precious time completing this questionnaire Please answer the following questions honestly and exactly by choosing suitable answers to you Thank you very much for your help How long have you been teaching English? a Less than years b 3-10 years c more than 10 years How many students are there in your class now? a 20-30 b 30-40 c more than 40 How you think about teaching speaking English? a Interesting d Boring b Difficult What you think about the role of speaking English? a Important b Not important at all d Normal Have you ever given feedback for students in speaking English? a Ever b never If your answer is NEVER, please continue with A If your answer is EVER, please continue with B A Could you please circle T ( for true) or F ( for false) You have not found feedback suitable to the students in speaking English lessons a T b F VI Feedback has not been given as you think students not want to listen a T b F Giving feedback to students is unnecessary a T b F You think that giving feedback may take much time a T b F 10 You think that not very positive feedback may demotivate your students a T b F B Could you please circle the appropriate letter a, b, c, or d (you can circle more than one) 11 What are your purposes of giving feedback for students’ speaking? a To increase the students’ motivation in speaking b To help teachers have opportunities to assess students easily c To help students know what they have got and have not got d Others………………………………………… 12 When you often give feedback for teaching English speaking? a While- speaking b Post- speaking 13 What you often give feedback in English speaking lesson about? a Pronunciation b Grammar c Content d Time e Other……………………………………………… VII Please, read carefully these following types of feedback and answer questions 14, 15: Corrective Evaluative Strategic Corrective feedback Evaluative feedback aims Strategic feedback aims focuses on helping to provide a judgment on to offer students advice learners notice and the students’ performance on what to to correct errors improve their performance 14 which of the following some types of feedback you give in speaking lesson? Frequency Usually Sometimes Rarely Never Types Corrective Evaluative Strategic 15 Which type of feedback you feel the most suitable for students’ level and interest? a Corrective feedback b Evaluative feedback c Strategic feedback d Other feedback……………… 16 What you think are the difficulties in giving feedback to teach English speaking? a Wasting time b Having negative affects to students’ feeling to motivate students c Having difficulties in controlling whole class d Other ideas……………………… Thank for your cooperation! VIII APPENDIX Survey questionnaires Questionnaire for students (N2) (For students) This survey questionnaire is designed for my graduation paper: “A study on giving feedback on speaking English for the 10 th grade students at TayThuyAnh upper-secondary school in Thai Binh.”Your personal information will be kept strictly confidential, please give your answers truthfully for a guaranteed success of the research Thank you so much for your participation Please tick or write the answer How long have you been learning English? a Less than years b years c More than years How you think about learning English speaking? a Interesting b All right c Boring Has your teacher ever given feedback to you in English speaking lessons? a Ever b Never If your answer is NEVER, please continue with A If your answer is EVER, please continue with B B Could you please circle T ( for true) or F ( for false) In your opinion, your teacher does not give feedback in English speaking lessons because you and your peers not like to listen teacher’s feedback a T b F C Could you please circle the appropriate letter a, b, c, or d IX In your view, that teacher gives feedback in English speaking lessons is: a very useful b useful d useless How does teacher’s feedback affect you? a To motivate you to speak English b To help you recognize what you have got and have not got c To get a more experience from teacher d Other ideas……………………………………… When you want to receive your teacher’s feedback? a While-speaking b Post-speaking What does your teacher often give feedback in English speaking lessons on? f Pronunciation g Grammar h Content i Time j Other……………………………………………… Please, Read carefully these following types of feedback and answer questions 9, 10: Corrective Evaluative Strategic Corrective feedback Evaluative feedback Strategic feedback focuses on helping aims to provide a aims to offer students learners notice and judgment on the advice on what to correct errors students’ performance to improve their performance What types of feedback does your teacher often use? a Corrective feedback b Evaluative feedback X c Strategic feedback d Other feedback……………… 10 What you think about the types of feedbacks? Feelings Interesting All right Types Corrective Evaluative Strategic Thank you for your cooperation! Boring XI APPENDIX 3: Observational sheet Unit 12: Music Lesson 2: Speaking Class 10A5 Teacher: Nguyen Thi Huyen Date: 03/ 7/ 1015 Teacher’s activities Students’ activities Comments  Task 1: Answering questions based on the reading text - Introduce the situation: You - Listen to the teacher (T) are going to read what Ha Anh says about music - Give sssome new words: - Take notes + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one ss to read the - Listen and read the text passage aloud - Ask ss to work in pairs to - Work in pairs to ask and ask and answer the questions answer the questions - Go around to observess working - Ask some ss to present their - Some ss present answers in front of the class She likes pop music -While students speaking, the Because it keeps her teacher stops happy student’s The Backstreet Boys speaking because XII She listens to music all they pronounce the time - Give feedback and correct - Listen to the T carefully answers +The first answer is correct Very good + The second is good + Oh, /ðə / not “dơ” in Vietnamese + The last one is correct  Task 2:Asking and answering about music taste - Tell ss that they are going to - Listen to the T and read the ask your partners questions to information in the table get information to complete the table below - T may introduce some adj - Listen and take notes and expressions to talk about music: + make sb excited/relaxed + help sb forget troubles and worries + relaxing/ peaceful - Ask ss to form groups of - Work in groups of 3: one One of them will be a will be a journalist and journalist who will interview others will be students in the their friends about their music class taste The journalist has to incorrectly XIII ask two ss some questions and complete the table Ss can change their roles if time permits - Go around to help ss and - Listen to the T collect the mistakes  Task 3:Reporting on the information - Ask ss to report what they - Listen to the T and take have got from their friends to notes if necessary the whole class - Before ss report T asks ss to look at the example and elicits some structures they can use: + Both A and B like … + A likes…,and so does B + A likes …and B does , too + A likes…, but B prefers… - Ask ss to prepare in one - Some ss report in front of -While student minute the class speak, teacher - Ask some ss to report what “Both Hoa and Binh like gives feedback so they have found out about pop music Hoa likes it that student lose their partners in front of the because class it makes her confidence to relaxed but Binh likes it speak because it is easy to listen continuously to Hoa's favourite band is XIV Westlife but Binh like Lam Truong very much." -Give feedback: -Students listen to the T said: “do not use while, teacher’s feedback and adapt should use but” the answer XV APPENDIX 4: Observational sheet Unit 13: Films and cinema Lesson 2: Speaking Teacher: Le Thi Hien Class 10A3 Date: 10/ 7/ 1015 Teacher’s activities Students’ activities Comments  Task 1: - Ask students (ss) to study - Look at the table and tick the table on page 134 and tick the boxes that suit their preferences for a particular type of films - Ask ss to compare their -Compare answers with a partner with their partner’s - Call on some ss to report - Some ss report: their likes and dislikes Ss1: I like science fiction films very much Ss2: I don't like cartoons very much Ss3: I don't like horror films at all - Listen and give feedback: -Listen to teacher’s feedback -Ss this task + Good job carefully quite well + Excellent Teacher gives +Not bad feedback after students’  Task 2:Find out what your friends feel about each kind speaking XVI of films - Give ss some new words: - Read the new words orally - Ask ss to read the new and individually words orally and individually - Introduce ss some -Listen to the T and take expressions of agreement and notes disagreement - Ask some ss to read the - Read the model aloud model conversation in the textbook - Divide the class into small -Work in groups and ask groups of and ask ss to find some ss to present out what the others of their Van: What you think of group feel about the given detective films? types of films Thuong: Oh, I find them - Go around to help if exciting necessary Doanh: I also think so I find - Call on some groups to them fun practice the dialogues - Listen and give feedback: -Listen to the teacher’s -After ss speak, Ok, not bad In next time, you feedback carefully teacher gives should use more various feedback so that structures to speak so that ss have more your speaking will be more motivation to excellent speak English  Task 3:Find out the preferences of your friend for films - Introduce the structure - Listen to the T “prefer st to st”, which can XVII be used to talk about one’s preferences - Ask ss to make sentences -Make sentences with the with the structure structure - Call on two ss to read the -Two ss read the model model conversation in the conversation textbook - Ask ss to work in pairs and -Work in pairs to ask and find out about their partner’s answer the similar questions preference for a particular Ss1: Which you prefer, type of films, basing on the thrillers or science fiction model conversation films? - Go around to offer help Ss2: Well, I suppose I prefer - Teacher gives - Ask some pairs to practice science the dialogues fiction films to feedback thrillers students after speak - Listen and correct their - Listen to the T’s feedback Ss will get more mistakes experience from +Good teacher in next +Next time, you should speak time louder + Task 4: Talk about a film you have seen - Ask ss to work in groups to -Work in groups ask and answer about a film they have seen using the suggestions given in the textbook - Ask ss to take turns to talk about the films they have seen XVIII - Go around to help ss - Ask some ss present in front - Some ss report in front of - Teacher gives of the class the class feedback after “I see"Sand life" at the student speaks cinema It is a love story Student is not film It is about the life of a interrupted to soldier after the war He has speak fluently already been married but after the war he returns with another woman Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its value” -Give feedback: -Listen to the Ok, It is quite good But it feedback carefully will be better if you speak louder and pay attention on tense: “saw”, not “see” teacher’s XIX APPEXDIX QUESTIONS FOR INTERWIEW A Question for students Do you think teachers’ feedback in English speaking lessons is beneficial? Why? B Questions for teachers Do you think that giving feedback in English speaking lessons is beneficial? Why? What is your opinion about the difficulties when giving feedback in speaking lessons? Could you give some suggestions to give feedback effectively? [...]... from the survey questionnaires conducted on 100 students and 8 teachers of English at Tay Thuy Anh upper- secondary school, from class observation( at 1 0A3 and 1 0A5 ), and from the interview with 8 teachers and 20 students (10 students at 1 0A3 and 10 students at 1 0A5 ) 4.2 Data analysis 4.2.1 Data analysis of the survey questionnaire 4.2.1.1 Data analysis of the survey questionnaire for the teachers After... learning speaking skill As a result, giving feedback is an effective technique for teaching and learning speaking skill process 4.2.1.1.6 The appropriate time for teachers giving feedback in speaking lesson 33% while- speaking post- speaking 67% Chart 3: The appropriate time for teachers giving feedback in speaking lesson According to the chart above, a great number of teachers (67%) give feedback in. .. study, are 27 convinced that feedback is aim at increasing students motivation in speaking Helping teachers have opportunities to assess students easily is favored by 83% Especially, 100% of the teachers find out the purposes that giving feedback helps students know what they have got and have not got In conclusion, the teachers all have realized that giving feedback brings the advantages for teaching and... greatly in their learning 2.3 Theoretical background of feedback 2.3.1 Definition of giving feedback In Cambridge International Dictionary of English (2000), feedback is defined as information or statements of opinion about something, such as a new product, that provide an idea of whether it is successful or liked In Ramapsasad’s opinion (1983) feedback is information about the gap between the actual... feedback on speaking English lesson, two questionnaires were conducted One was designed for teachers and the other was for students The research also interviewed students and teachers about giving feedback in speaking lessons to get information from participants Observation was another method of the study The research observed the way teachers gave feedback and the impacts to students in speaking skill... this study, consists information of the setting, the participant, data collection instrument and procedure Chapter IV (Data analysis) analyses data collected from the survey questionnaires, the class observations and the interviews Chapter V (Major findings and some suggested techniques) gives major findings and some suggestions for giving feedback in order to stimulate 10th form students at Tay Thuy Anh. .. mistakes when speaking in front of the class In process of doing this study, we asked the teachers of English at Tay Thuy Anh upper- secondary school about classroom problems that they have been facing when teaching speaking activities Many teachers complained that there are some main problems during speaking activities: - Students do not talk or say anything 19 - Students are too shy and afraid to take... is the speaking skill that does not solve the problem by asking the teacher or the other for help Moreover, 5 additional information concerning the three other skills can only be attained with an adequate speaking ability In conclusion, speaking skill helps a special and very important positioning English Language Teaching as effective speaking activity ability It is not only helps a learner to acquire... or what they can do with it, rather than treating it as an intellectual game in abstract system This has both advantages and disadvantages: on the one hand they respond to the meaning underlying the language used and do not worry about individual words or sentences, on the other hand, they do not make the analytical links that older learners do Younger learners have the advantage of being great mimics,... years After several years of learning English, students learn how to use it in communication, but they are too shy and afraid to take part in the conversation This influences the method of teaching and learning English speaking skill a lot Besides, Tay Thuy Anh high school lies on Thai Binh which is a rural area; therefore, there are also many difficulties in teaching and learning English, especially,

Ngày đăng: 14/10/2016, 15:39

Từ khóa liên quan

Tài liệu cùng người dùng

  • Đang cập nhật ...

Tài liệu liên quan