VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
   NGUYỄN THỊ HƯƠNG LAN
Effect of teachers’ feedback on freshmen’s motivation to
learn writing skill – A survey research at Hanoi University
of Business and Technology

(Ảnh hưởng của việc phản hồi của giáo viên đến động lực học kĩ
năng viết của sinh viên năm thứ nhất: Một nghiên cứu tìm hiểu
tại trường đại học Kinh doanh và Công nghệ Hà Nội)
M.A Minor Programme Thesis
Major: ELT Methodology
Code : 60 14 10

Hanoi - 2012
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

2. Aim of the study………………………………………………………… ………2
3. Scope of the study………………………………………………………………2
4. Research questions …………………………………….………………………3
PART B: DEVELOPMENT ………………………………………… ………… 4
Chapter I. Literature review………………………………………….……4
I.1. Motivation…………………………………………………… ………………4
I.1.1. Definition of motivation………….……………………………….….………4
I.1.2. Motivation in second/foreign language learning ………….…… ……5
I.1.3. Types of motivation and their effect in language learning….……………6
I.1.4. Vietnamese students’ motivation in learning writing ……….……………7
I.1.5. Summary of main issues in motivation and Vietnamese students’
motivation in learning writing……… ………………………………………8

I.2. Teacher feedback ……………………………………………….……………9
I.2.1. Definition of teacher feedback in language learning and teaching……9
I.2.2. Feedback as an extrinsic motivation to student learning ……………10
I.2.3. Feedback in teaching and learning writing ……… ………………… ……13
I.2.4. Types of feedback in teaching writing ………………………………14
I.2.5.What types and what ways of teacher feedback best motivate students to
write? …………………………………… ………………………….……18
I.2.6. Summary of teacher feedback and it effect on student motivation to w r i t e
………………………………………………………………………………21 Chapter II. Methodology ………………………………………………….………….22
v

II.1. Context of the study…………………………………… ………….………22
II.1.1. Time distributed to English at HUBT……………………………… 22
II.1.2. English course book at HUBT………………………………………22

influence on HUBT freshmen’s motivation to write ……… ………….…46
IV.1.2.The methods teachers give written feedback in writing lessons and
their influence on HUBT freshmen’s motivation to write …… ……… 48
IV.2. Oral feedback……………………………………….……… ……50
IV.2.1.The types of teacher oral feedback in writing lessons and their
influence on HUBT freshmen’s motivation to write …………… ……50
IV.2.2.Oral feedback versus written feedback …………………… ………51
IV.3. General discussion on HUBT teacher feedback on freshmen’s motivation
to write ……………………………………………………………………… ….52

PART C. Conclusion…………………………………………………….…… 54
1.Summary of the finding…………………………………….………………54
2.Recommendation ……………………………………………………………55
3.Limitations…………………………….………………………….…………56
4.Suggestion for further studies………………………………………………57

References ……………………………………………………………… …… 58
Appendix 1. Questionaire –English version…………….….………………………I
Appendix 2. Questionaire –Vietnamese version….………….…………………VI
Appendix 3. Interview transcript with students ……….…………………… …XII
vii
viii

List of charts

1. Chart 1: The frequency of HUBT teacher written feedback in writing lessons
……………………………………………………………………………………… 30
2. Chart 2: The influence teacher written feedback on HUBT freshmen’s
motivation to write ……………………………….……………………………… 32
3. Chart 3: The frequency of the methods HUBT teachers give written feedback
in writing lessons ………………………………………………… …………… 35
4. Chart 4: The influence of feedback-giving-methods on HUBT freshmen’s
motivation to write………………………………………………………….……. 38
5. Chart 5: The frequency of HUBT teacher oral feedback in writing
lessons……………………………………………………………………………… 40
6. Chart 6: The influence of HUBT teacher oral feedback on freshmen
motivation to write …………… ………………………………………………….42
7. Chart 7: Oral feedback versus written feedback ………………………………43
motivation to learn English in general of HUBT students who are major in Finance
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and Banking (Nguyen, 2010), and on the effect of teacher feedback on their
motivation in speaking (Truong, 2011). However, the participants of those studies
are limited only to the majors in Finance and Banking. Therefore, the author of this
paper wants to widen the participants who are from several departments but share
the same course book and English schedule, as well as to widen the area of
research: teacher feedback in teaching writing and its effect on learner’s motivation.
All the reasons above inspire the author to do this research to find out the
influence of teacher feedback (both written and oral) on first- year- student’s
motivation to write.
2. Aim of the study
This study intends to seek the influence of teacher feedback on freshmen’s
motivation to write.
3. Scope of the study
Because this study only investigates the impact of teacher feedback on
student’s motivation to write, it does not look into the impact of non-teacher
feedback such as peer-respond and self-correction. In addition, it does not study the
correction ability, revision ability, the performance or improvement of students
under the effect of teacher feedback.
There have been a great number of studies on the influence of written
assessment to learners’ writing, such as Hyland & Hyland (2001), Duijnhouwer
(2010), Ashwell (2000), Duppenthaler (2002), and Ferris (1997). However just a
few researchers mention the oral feedback in writing class, such as teacher-student
conference, teacher-class discussion. Meanwhile, in writing session at HUBT, many
teachers choose and take advantages of oral feedback. Because teacher feedback
can be in written or oral form, this study will discuss the effect of both kinds of
feedback, instead of limiting to only written one.
It is also important to note that the participants of this study are the non-
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PART B: DEVELOPMENT
Chapter I. Literature review
I.1. Motivation

I.1.1. Definition of motivation
Firstly, let’s discuss what motivation is. Motivation is mainly seen under the
view of psychology. Yuan Kong, in 2009, issued a good comprehensive study on
motivation in English Language learning. Motivation, in the psychological
understanding, as he summarizes from the view of Paul Eggen & Don Kauchak,
(1994) is seen as ―a force that energizes and directs behavior toward a goal‖.
Motivation moves a person just like a force moves an object. He also summarizes
the three function of motivation: (i) energizing us, (ii) directing us, (iii) help us to
select the most appropriate behaviors to achieve our goal. In accordance with this
sight, Dornyei (1998) defines ―motivation is responsible for determining human
behavior by energizing it and giving it direction‖. Motivation is also seen under the
view of mental process, such as the opinion of Pintrich and Schunk (1996, cited in
Dornyei, 1998): ―'Motivation is the process whereby goal-directed activity is
instigated and sustained‖. In other words, motivation involves various mental
processes that lead to the initiation and maintenance of an action.
We could have many definitions of motivation, they can be different in

learning with enthusiasm and willingness. It is something like the engine and
steering wheel of an automobile that can moves students from boredom to interest.
It is an inner power to drive and persevere students in English learning. Students
who have strong learning motivation take a correct and positive attitude towards
study and make great efforts to master English with clear goal and desire and
consequently gain better grade than those who have not acquired motivation and
those students usually regard English learning as a heavy and boring burden. It is
true that motivation is such a basic factor in language learning that no teacher could
avoid being concerned with students’ motivation.
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To sum up, the role of motivation in second/foreign language learning is
considered as the initial, the key factor to the success. However, students differ in
the level and orientation of motivation. (Ryan & Deci, 2000:54). For instance, a
student can be highly motivated to do homework out of curiosity and interest or,
alternatively, because he or she wants to obtain the approval of a teacher or parent.
Consequently, the implication for educators and teachers is to find the suitable ways
to motivate students to learn.

I.1.3. Types of motivation and their effect in language learning
Many researchers divide motivation in two main types: intrinsic and
extrinsic. Intrinsic motivation refers to doing something because it is inherently
interesting or enjoyable; and extrinsic motivation refers to doing something because
it leads to a separable outcome (Ryan & Deci, 2000:55). Both intrinsic and extrinsic
motivations are important, inseparable and complementary to each other in English
learning. (Kong, 2009:146). It is believed that intrinsic motivation has long term
effect to push student to study by its own curiosity and interest. However, in the
real world not all of the students are automatically energized to perform this or that
task, or to learn about this or that topic. Instead, they are driven by extrinsic
impetus. Sometimes, a good grade, a reward, the threat of failing and praise move

in examinations). Next, she shares the view that Vietnamese learners are bound to
extrinsic motivation as a result of ―the pressure to pass exams.‖ Moreover, many
Vietnamese students tend to be more interested in learning other skills such as
speaking, reading and listening than writing and writing seems to be regarded as a
chore or a burden, for a homework exercise always waiting for them after each
writing lesson. In addition, most students consider writing difficult and
unrewarding. It is obvious that lack of interest and motivation in writing is a
problem facing many students in Vietnam. How to help students overcome this has
long been a major concern and a challenge to Vietnamese teachers of writing (Tran,
2001).
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The result of Tran’s study (2007) indicates that Vietnamese students
nowadays have not only extrinsic motivation to write, but also intrinsic motivation.
Moreover, the study brings a new image of Vietnamese students who show their
potential to write independently, creatively and passionately if they are really
motivated. This reflects an image of students who are able and ready to write with a
sense of authorship in a foreign language, which is different from how they appear
to be in the routine. Tran also points out that teacher’s enthusiasm in giving
feedback to students’ writing is one of the sources of motivation which stimulate
them to write. However, the participants of her study are limited to the English-
majors, which leaves a gap in the investigation of non-English majors’ writing
motivation.

I.1.5. Summary of the main issues in learner’s writing motivation
Motivation plays a crucial role to the success of a person in life in general
and in learning process in particular. There are three main types of motivation:
intrinsic, extrinsic and instrumental one. These types closely relate, affect, support
or weaken each other. Therefore, it is an implication for any teacher to find the way
to motivate learners.

them, the aim or intention of feedback, is emphasized. It is to modify students’
thinking or behavior for the purpose of improving learning. In reality, many
teachers pay more attention to the content but forget the aim of their feedback. This
leads to a problem that teachers provide too much information on learner’s mistakes
and drawbacks, and do not care whether their feedback is to help or to make
learners lose confidence. Therefore, feedback, if given in the right manners,
contributes to motivate students, or it learner’s motivation has a relation, as the
definition of Duijnhouwer states. Hence, feedback plays an important role in
stimulating student in learning.
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I.2.2. Feedback as an extrinsic motivation to student learning
There are many scholars confirm that teacher feedback is one of the element
of extrinsic motivation. William and Burden (1997, cited in Dornyei, 1998)
proposed a framework of motivation in language learning, with internal and
external factors. The external factors include the role of teacher as well as the nature
and amount of feedback.
Table 1. Williams and Burden's (1997) framework of motivation in language
learning, (cited in Dornyei, 1998)
Internal factors
Intrinsic interest of activity
• arousal of curiosity
• optimal degree of challenge
Perceived value of activity
• personal relevance
• anticipated value of outcomes
• intrinsic value attributed to the

• time of day, week, year
• size of class and school
• class and school ethos
The broader context
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• strengths and weaknesses in skills
required
• personal definitions and judgements
of success and failure
• self-worth concern learned
helplessness
Attitudes language learning in general
• to the target language
• to the target language community
and culture
Other affective states
• confidence
• anxiey, fear
Developmental age and stage
Gender
• wider family networks
• the local education system
• conflicting interests
• cultural norms
• societal expectations and attitudes

Dornyei (1994a, cited in Dornyei 1998) also presents a table of components of
foreign language learning motivation. Teacher-specific motivational element with
feedback is also emphasized in the category.


Affiliative Motive
Authority Type
Direct Socialisation of Motivation
* Modelling
*Task Presentation
* Feedback
Group-Specific Motivational
Components
Goal-orientedness
Norm & Reward System
Group Cohesion
Classroom Goal Structure

It is easy to find out the role of teachers and their feedback in inspiring
students to learn in those frameworks. It is all considered as an extrinsic motivation.
In conclusion, in order to stimulate students, teachers should mind the effect of their
feedback.
To explain why teacher feedback could be a source of motivation to students
rather than other kinds of feedback such as peer feedback and self-assessment, let’s
see a view of Brookhart (2010, cited in Srichanyachon, 2012). For him, feedback
includes two factors: cognitive and motivational factors. It gives students
information they need so they can understand where they are in their learning and
what to do next—the cognitive factor. Once students feel they understand what to
do and why, most students develop a feeling that they have control over their own
learning—the motivational factor. Next, Srichanyachon (2012:8) believes ―Mostly
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students from cultures that see a teacher as the only source of authority value
teacher revision more highly than other methods because they have confidence in

many of them respond to students’ works like a ―mechanical activity‖, considering
this stage as a copy editing stage, focusing mostly on the correction of grammar
errors in student compositions. (Vengadasamy, 2002).This leads to the problems
that many teachers become ―error hunters‖ when they spend time looking into only
students’ surface errors. Another problem is teacher feedback becomes a threat, a
fear and makes students lose their confident. These dilemmas can be a demotivator
for students when they write

I.2.4. Types of feedback in teaching writing
Classification of feedback to students writing is different according to the
viewpoints and purposes of each researcher.
Park (2006) summaries the feedback in writing into three main types: form -
focused, content based and integrated feedback. Form-focused feedback, or
grammar correction, is one of the most commonly used methods from the past. This
feedback mainly focuses on student's grammatical knowledge and teachers give
corrections in only grammatical features. The second types of feedback is content-
based, in which teachers provide overall comments on where it doesn't make sense
in terms of content, or give some comments without pointing out specific
grammatical errors. Unlike form-focused feedback, content-based feedback focuses
more on content quality and organizational features in students' composition. The
last type is integrated feedback combining grammar correction with content-related
feedback. Besides, Park also mentions some other kinds of response to written
works such as direct and indirect feedback. With direct feedback, teachers give
direct correction. However, with indirect one, teacher gives indirect error pointer
using correction code which requires students themselves to correct errors. Park
calls the coded feedback ―techniques‖ because it helps students to find and identify
their mistakes.
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Another type of feedback is electronic feedback using computers (Park,

consultations focus on specific aspects of a particular piece of writing, they need
last only a few minutes. Therefore, teacher-student can be in form of a short
conversation, small discussion. Yet, not every student needs a conference. The
group/class conference is a productive alternative, allowing students to feel more
comfortable in a group setting and allowing you to easily discern who might need
more individual attention.
At HUBT, teachers usually choose class-discussion respond, in which they
summarize the most outstanding strengths/ drawbacks/error of students’ writing.
Otherwise, teachers can address some good or weak pieces of writing, so that the
class can gain some experience. This can be called class-discussion or class-
summary-comment (Hyland & Hyland, 2001). Another practice of teacher oral
respond is teacher walks around class when students write, reads several pieces of
students’ writing and immediately gives correction or comment if the pieces of
writing contain problems. In such process, certainly students can raise the thing they
have not understood and have a direct discussion with teachers. The author thinks
these practices also belong to oral feedback.
To sum up, there are some differences on the classification of teacher
feedback to students’ writing. Nonetheless, all the feedback could be put into four
main types: feedback on content/meaning; feedback on form/errors/surface errors;
feedback on writing style, and integrated feedback (combining both form and
content feedback). The feedback could be direct (teachers locate and correct the
errors/ideas/organization) or indirect (teachers locate the errors or provide code
response or give prompt/suggestion for other writing problems). The feedback
could be in form of a commentary, an instruction, an evaluation, a piece of
suggestion, praise, and criticism.
In this paper, the author employs her own category of feedback, which is
generalized from the above studies. In her view, there are two main types of
feedback: written and oral feedback. And, the feedback in the forms of such things
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The
ways
teachers
give
feedback
1. Identifying the errors (errors of spelling,
grammar, punctuation…) & writing problems
(unclear ideas, poor organization, poor
development…)without correcting
2. Identifying the errors & writing problems and
giving direct correction
3. Identifying the errors & writing problems and
giving suggestion to correct them
4. Giving criticism
5. Giving praise
6. Giving encouragement
7. Giving evaluation (both students’ strength and
weakness)
8. Giving instruction (ask students to move, add,
omit or rearrange any ideas or sentences)
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9. Asking for clarification (ask students to clarify
of any unclear ideas)

Oral
feedback