The students’ attitudes towards teachers’ written feedback strategies on their writings at Vocational College of Posts and Telecommunications

• Main Author: Lê, Hải Đoàn
• Other Authors: Lê, Hùng Tiến
• Format: Theses and Dissertations
• Language: English
• Published: ĐHNN 2017
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/40411
• Institution: Vietnam National University, Hanoi

This study investigates the students‘ attitudes towards teachers‘ written feedback at Vocational College of Posts and Telecommunications in Hanoi. The participants included 80 non-English major freshmen. The data were collected from survey questionnaire and the interview with 12 students at different level of English proficiency. The results show that the students highly valued the importance of teacher‘s feedback and had different attitudes towards each type of them; especially they prefer direct feedback to the others. It is suggested that the use of direct should be maintained regularly, so as to not only satisfy student‘s interests on writing, but also improve students‘ writing fluency by practicing writing. In terms of the students‘ comprehension of teacher written feedback, the results show that most of them had difficulty in understanding uncoded and content feedback. Based on their responses about the ways they deal with the feedback, they are divided into two groups: independent students who themselves tried to understand teacher written feedback through books or internet and dependent students who asked their teacher or friends for help. Thus, it is expected that the research results can provide EFL writing teachers with pedagogical implications to improve EFL students‘ writing performance.