Feedback from Teachers and Peers in Speaking activities: Perceptions and Reality :Graduation Thesis - Faculty of Foreign Languages

GRADUATION THESIS

FEEDBACK FROM TEACHERS AND PEERS IN

SPEAKING ACTIVITIES: PERCEPTIONS AND REALITY

AN INVESTIGATION AT INDUSTRIAL UNIVERSITY OF HOCHIMINH

CITY (IUH), VIETNAM

STUDENT: LÊ HOÀNG TƯỜNG VY

ID NUMBER: 13023691

CLASS: DHAV9

COURSE: 2013-2017

SUPERVISOR: LÊ THỊ THIÊN PHƯỚC, M.A.

HCMC, May 2017

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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GRADUATION THESIS

FEEDBACK FROM TEACHERS AND PEERS IN SPEAKING

ACTIVITIES: PERCEPTION AND REALITY

AN INVESTIGATION AT INDUSTRIAL UNIVERSITY OF HOCHIMINH

CITY (IUH), VIETNAM

STUDENT: LÊ HOÀNG TƯỜNG VY

ID NUMBER: 13023691

CLASS: DHAV9

COURSE: 2013-2017

SUPERVISOR: LÊ THỊ THIÊN PHƯỚC, M.A.

HCMC, May 2017

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

--------

MINISTRY OF INDUSTRY AND TRADE

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

FACULTY OF FOREIGN LANGUAGES

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Student‟s name : LÊ HOÀNG TƯỜNG VY

Student‟s ID : 13023691

Class : DHAV9

Course : 2013-2017

Supervisor : LÊ THỊ THIÊN PHƯỚC, M.A.

Student‟s declaration: “I certify that this work is entirely my own and has not been accepted

as part of a submission to another purpose elsewhere.”

Date submitted : ………………………

Signed : ………………………

Word length : 12562 words

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION ........................................................................................... 1

1.1. Background of the problem ............................................................................................. 2

1.2. Statement of the problem................................................................................................. 2

1.3. Research hypothesis......................................................................................................... 2

1.4. Scope of the study............................................................................................................ 3

1.5. Purpose of the study......................................................................................................... 3

1.6. Significant of the study .................................................................................................... 3

1.7. Research questions........................................................................................................... 4

CHAPTER 2. LITERATURE REVIEW ............................................................................... 5

2.1. Definition of terms........................................................................................................... 6

2.1.1. EFL............................................................................................................................ 6

2.1.2 IUH (Industrial University of Ho Chi Minh City) .................................................... 6

2.1.3. Speaking.................................................................................................................... 6

2.1.4. Feedback.................................................................................................................... 7

2.2. Theoretical framework..................................................................................................... 8

2.2.1. Speaking.................................................................................................................... 8

2.2.2. EFL Students‟ common mistakes in Speaking: ........................................................ 9

2.2.4. Peer Feedback: ........................................................................................................ 12

2.2.5. Opportunities of feedback ....................................................................................... 13

2.2.6. Criteria of Learners Feedback:................................................................................ 14

2.2.7. The impact of the feedback on the learning process: .............................................. 15

2.3. Related research............................................................................................................. 16

2.4. Research questions......................................................................................................... 17

CHAPTER 3: RESEARCH METHODS.............................................................................. 18

3.1. Locate of the study......................................................................................................... 19

3.2. Participants..................................................................................................................... 20

3.3. Research methodology................................................................................................... 20

3.3.1. Questionnaires......................................................................................................... 21

3.3.2. Classroom observation ............................................................................................ 21

3.4. Procedure of the study................................................................................................ 22

3.5. Timeline for Data Collection and Observation Procedures ....................................... 23

CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION ........................................... 24

4.1. Overview........................................................................................................................ 25

4.2. The Analysis of students and teachers‟ Questionnaire: ................................................. 25

4.3. Classroom Observation analysis ................................................................................ 43

4.3.1. The first period........................................................................................................ 43

4.3.2. The second period ................................................................................................... 44

4.4. The results of teachers and students questionnaire ........................................................ 44

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ...................................... 46

5.1. Summary........................................................................................................................ 47

5.2. Teachers and students perceptions on the importance of feedback ............................... 47

5.3. The implementation of teacher and peers feedback....................................................... 47

5.4. Limitations..................................................................................................................... 48

5.5. Suggestions for further research .................................................................................... 48

5.5.1. Raising more awareness of the importance of feedback in students....................... 49

5.5.2. Enhancing the quality of feedback.......................................................................... 49

5.5.3. Changing students‟ perceptions of teacher and peer feedback ............................... 49

REFERENCES ....................................................................................................................... 50

APPENDICE........................................................................................................................... 50

TABLE OF FIGURES

Figure I: Difficulties students encounter when practicing speaking in English ....................... 25

Figure II: Students‟ common feedback givers.......................................................................... 26

Figure III: Students and teachers‟ views towards the statement: “Feedback is a justification of

the grade student have received.” ............................................................................................. 26

Figure IV: Students and teachers‟ views towards the statement: “When the listeners give

students feedback, it shows that they care about the students‟ performance or work.” ........... 27

Figure V: Students and teachers‟ views towards the statement: “Feedback tells students what

they need to do to improve their performance in English speaking.” ...................................... 28

Figure VI: Students and teachers‟ views towards the statement: “Students deserve feedback

when they put so much effort into their performance.”............................................................ 28

Figure VII: Students and teachers‟ views towards the statement: “Feedback is a response from

the teacher and peers to something students have said in the class.” ....................................... 29

Figure VIII: Students and teachers‟ views towards the statement: “When students receive a lot

of feedback, they feel encouraged.” ......................................................................................... 30

Figure IX: Students and teachers‟ views towards the statement: “Receiving feedback does not

reduce students‟ anxiety about a subject.”................................................................................ 31

Figure X: Students and teachers‟ views towards the statement: “Feedback is an evaluation of

students‟ strengths and weaknesses.” ....................................................................................... 32

Figure XI: Students and teachers‟ views towards the statement: “Lecturers who provide

feedback care about students‟ performance.”........................................................................... 33

Figure XII: Students and teachers‟ views towards the statement: “Feedback shows students

what the expectations of teachers/peers are.”........................................................................... 34

Figure XIII: Students and teachers‟ views towards the statement: “Feedback motivates

students to study.” .................................................................................................................... 35

Figure XIV: Students‟ views towards the statement: “When students don‟t receive any

feedback, they would feel that the listeners do not respect them.” .......................................... 36

Figure XV: Frequency of teacher feedback.............................................................................. 37

Figure XVI: Frequency of peer feedback ................................................................................. 37

Figure XVII: Types of mistakes that students give feedback to their peers............................. 38

Figure XVIII: Types of mistakes that teacher give feedback to students................................. 38

Figure XIX: Participants‟ responses about their peers‟ form of giving feedback .................... 39

Figure XX: Participants‟ responses about their teacher‟s form of giving feedback................. 39

Figure XXI: Participants‟ feelings about their teacher‟s feedback........................................... 40

Figure XXII: Participants‟ feelings about their peers‟ feedback.............................................. 40

Figure XXIII: Participants‟ opinions about their teacher‟s feedback....................................... 41

Figure XXIV: Participants‟ opinions about their teacher‟s feedback....................................... 41

Figure XXV: Reasons why the participant evaluated peers‟ feedback is “of little help” or

“useless” ................................................................................................................................... 42

Figure XXVI: Reasons why the participant evaluated teacher‟s feedback is “of little help” or

“useless” ................................................................................................................................... 42

Figure XXVII: The calculations of teacher and peer feedback in a period of DHAV9 ........... 43

Figure XXVIII: The calculations of teacher and peer feedback in a period of DHAV11........ 44