MINISTRY OF EDUCATION AND TRAINING
HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY

 
HỨA MINH HẢI
 
AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SKILL
IMPROVEMENT FOR THE THIRD-YEAR STUDENTS AT PEOPLE’S POLICE COLLEGE I

MA. THESIS IN ENGLISH LINGUISTICS

 

HANOI, 2018


MINISTRY OF EDUCATION AND TRAINING
HANOI UNIVERSITY OF BUSINESS AND TECHNOLOGY
 
 
 
 
HỨA MINH HẢI
 
 
AN INVESTIGATION INTO THE EFFECTIVENESS OF TEACHERS’ FEEDBACK STRATEGIES IN ENGLISH SPEAKING SKILL IMPROVEMENT
FOR THE THIRD-YEAR STUDENTS AT PEOPLE’S POLICE COLLEGE I
 
Field: English Languistics
Code: 60.22.02.01
Supervisor: Đặng Nguyên Giang, Ph.D


Investigating the third-year students’ attitudes towards the teachers’ application
of speaking error feedback strategies


1.3. Research question
- What are the teachers’ beliefs and their feedback strategies applied to the students’
speaking errors at PPC I?

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What are the third-year students’ attitudes towards the teachers’ speaking error
feedback strategies?

1.4. Scope of the study
-third- year students in three classes at People’s Police College I, Hanoi.


1.5. Research Methods

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The data will be collected via questionnaires, class observations and interviews.

1.6. Significance of the Study
- Enhance students’ learning success and achievement

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•


Feedback defined
The Importance of Feedback
Teachers’ Beliefs in Feedback
Students’ Attitudes towards Feedback

2.4. Speaking Errors

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Speaking Errors Defined
Speaking Errors Classified


2.5. Feedback Strategies for Speaking Errors

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Types of Feedback Strategies for Speaking Errors
The Selection of Errors to Give Feedback
The Selection of People Giving Correction (Teacher- Correction, PeerCorrection,and Self- Correction.)

2.6. Previous Studies on Feedback Strategies for Students’ Speaking Errors
- The types of feedback strategies were made use of in the real teaching and they led
to different effects


CHAPTER 3: METHODOLOGY
- Setting of the Study


Chart 4.3. Teachers’ Frequency of Giving Feedback
Chart 4.4. Time of Giving Feedback for Individual and the Whole Class
Chart 4.5. Types of Feedback from Teachers’ Questionnaire
Chart 4.6. Error Corrector for Individual and the Whole Class


4.1.2.2. Results from Teachers’ Interviews

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Chart 4.7. Time of Giving Feedback from Class Observation
Chart 4.8. Teachers’ use of Feedback Types from Class Observation
Chart 4.9. The Selection of Correctors from Class Observation

4.2. Research Question 2: Students’ Attitudes towards Teachers’ Speaking Errors
Feedback Strategies.
4.2.1. Results from Students’ Questionnaire.
- Table 4.2. Questionaire for Students Receiving Individual Feedback.


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Table 4.3. Questionnaire for Students Receiving Feedback for the Whole Class

4.3. Summary

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Both teachers and students show awareness about the necessity of the feedback for
students speaking errors and students express the need for more error correction

5.3. Pedagogical Implications

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choose the suitable feedback types so that their feedback process is carried out
effectively

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teachers balance between feedback time and teaching time so that students can have
as much time to practice and improve themselves

5.4. Limitations and Suggestions for Further Studies
- The factors of teachers’ age, gender, experience and students’ age, gender, proficiency,
anxiety may affect the results of the study to some extent


THANK YOU FOR LISTENING!