Improving grade 10 students’ writing ability by using written corrective feedback: An action research project at Tien Phong high school, Me Linh, Ha Noi

• Main Author: Hoàng, Thị Duyên
• Other Authors: Hoàng, Thị Xuân Hoa
• Format: Theses and Dissertations
• Language: English
• Published: H. : ĐHQGHN 2017
• Subjects: Writing ability; Kỹ năng viết; Tiếng Anh; Học sinh trung học phổ thông
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/54422
• Institution: Vietnam National University, Hanoi

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. Therefore, it is important for teachers to be aware of the impact of their corrective feedback practices on students’ expectations and writing accuracy. Accordingly, this study is an attempt to find ways to improve writing skill by investigating the effect of some types of written corrective feedback on writing performance and the students’ attitudes towards teachers’ corrective feedback at Tien Phong High school. The participants included 35 students from grade 10. The data were collected from survey questionnaires for students, the direct interview with nine students and students’ written work. The results show that teacher’s written corrective feedback helps improve students’ writing ability. However, there is a slight mismatch between teachers’ beliefs and students’ preferences for teacher corrective feedback regarding feedback types and forms. On this basis, the study recommends a number of directions for teachers to help them improve their feedback practices more effectively.