An investigation into English-major students’ perception of teacher correctiv e feedback on academic writing at the Faculty of Foreign Languages at Banking Academy

BANKING ACADEMY OF VIETNAM

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

TOPIC:

AN INVESTIGATION INTO ENGLISH - MAJOR STUDENTS’

PERCEPTION OF TEACHER CORRECTIVE FEEDBACK ON

ACADEMIC WRITING AT THE FACULTY OF FOREIGN

LANGUAGES AT BANKING ACADEMY

Student : Luu Thi Tam

Class : K21ATCB

Academic year : 2018 - 2022

Student ID : 21A7510118

Advisor : Ms Nguyen Thi Thu Trang (MA)

Hanoi, May, 2022

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DECLARATIONS

I declare that this graduation thesis is the result of my own research under the

instruction of Ms. Nguyen Thi Thu Trang. The research contents and results are

almost entirely my own work and have never been published or submitted in any

previous works. The references are properly cited as prescribed in the reference

section.

Hanoi, 22th May, 2022

Signature

Luu Thi Tam

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ACKNOWLEDGMENTS

Being able to complete this thesis makes me very proud of myself, and this

thesis is also considered the greatest achievement that I got during my studying time

at Banking Academy. However, without the help of many people, I would not be able

to accomplish it. First of all, I would like to give my sincerest gratitude to Ms. Nguyen

Thi Thu Trang for her expert guidance during this difficult journey of finishing my

thesis. She energetically directed me, gave me valuable feedback on the research I

have worked with. The thesis would be impossible to complete without her

supervision and dedicated support.

Additionally, I would like to express my thank to my family and friends for

always supporting, comforting, and encouraging me to complete this thesis.

Finally, I would also like to thank all the students who participated in the

questionnaire for the thesis. Their contributions were integral to the research.

Hopefully, this thesis will provide important information to read, even though

it is far from flawless. Furthermore, any comments, thoughts, or recommendations

for improving this thesis are appreciated.

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LIST OF ABBREVIATIONS

WCF Written corrective feedback

L2 Second Language

ESL English as a Second Language

GEPT General English Proficiency Test's

EFL English as a Foreign Language

SPSS Statistical Package for Social Sciences

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TABLE OF CONTENTS

Chapter I. INTRODUCTION..................................................................................1

1.1. Background of the Study ...............................................................................1

1.2. Objective of the thesis ...................................................................................2

1.3. Research questions ........................................................................................2

1.4. Significance of this study ..............................................................................2

1.5. Scope and Limitations of the Thesis .............................................................3

1.6. Structure of the Thesis...................................................................................3

Chapter II. LITERATURE REVIEW ....................................................................5

2.1. Introduction ...................................................................................................5

2.2. Definitions .....................................................................................................5

2.2.1. Definition of Academic writing ...........................................................5

2.2.2. Corrective feedback .............................................................................6

2.2.3. Teacher written corrective feedback....................................................7

2.3. Types of teacher written corrective feedback................................................8

2.3.1. Direct (explicit) corrective feedback (DCF)........................................8

2.3.2. Indirect (implicit) corrective feedback (ICF).....................................10

2.4. Importance of teacher written corrective feedback .....................................12

2.4.1. Teacher WCF raised students’ linguistic accuracy level ...................12

2.4.2. Corrective feedback enhance students’ motivation ...........................13

2.4.3. Corrective feedback improves students’ and teachers' relationship ....14

2.5. Issue in teacher written corrective feedback ...............................................15

2.6. Students' attitudes towards and preferences of teachers’ giving CF ...........18

2.7. Previous studies...........................................................................................19

Chapter III. RESEARCH METHODOLOGY ....................................................22

3.1. Research setting...........................................................................................22

3.2. Procedure of data collection ........................................................................22

3.3. Participants and sample description ............................................................23

3.4. Research instrument ....................................................................................23

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Chapter IV. DATA ANALYSIS AND DISCUSSION .........................................25

4.1. Data analysis................................................................................................25

4.1.1. Participants' background information ................................................25

4.1.2. Reliability of the Measurement..........................................................26

4.2. Below demonstrates the reliability degrees by questionnaire section.........26

4.2.1. Results on frequencies of direct teacher corrective feedback that

students get in academic writing .........................................................30

4.2.2. Results on frequencies of indirect teacher corrective feedback

students get in academic writing. ........................................................32

4.2.3. Students' perception of teacher written corrective feedback in

academic writing .................................................................................34

4.3. Discussion....................................................................................................37

Chapter V. CONCLUSION AND RECOMMENDATION ................................40

5.1. Summary of the results................................................................................40

5.2. Pedagogical implications.............................................................................41

5.3. Suggestions for the next studies ..................................................................42

REFERENCES........................................................................................................43