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HANAM TEACHERS’ TRAINING COLLEGE

HANAM TEACHERS’ TRAINING COLLEGE. Feedback as motivating factor in learning English: A case study on Vietnamese students’ perception at Hanam Teachers’ Training College Doan Thanh Huong. DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY. CONTENTS. Purpose of the study

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HANAM TEACHERS’ TRAINING COLLEGE

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  1. HANAM TEACHERS’ TRAINING COLLEGE Feedback as motivating factor in learning English: A case study on Vietnamese students’ perception at Hanam Teachers’ Training College Doan Thanh Huong DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  2. CONTENTS • Purpose of the study • Background of the study • Methods of the study • Findings and discussion • Implication DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  3. PURPOSE THE STUDY • to investigate the feedback in a setting of a college classroom of English • to judge the different impacts of feedback on students’ awareness at college DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  4. BACKGROUND OF THE STUDY • Definitionof feedback • Feedback and motivation • Feedback and language learning • Students’ perception of teacher feedback • Classifications of teacher feedback DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  5. What is feedback? Feedback is the flow of opinions from a teacher to a students in the classroom which is based on students work (Askew and Lodge, 2000) Feedback give information about the gap between their current and desired performance?(Ramasprasad, 1983) DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  6. Feedback and motivation DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  7. Students’ perception of teacher feedback • feedback is one of the least satisfactory experiences among students • teacher praise and students’ perception depended much on each personality, teaching and learning style DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  8. METHODS OF THE STUDY • Procedure: sampling  data collection data analysis  writing report • Instrument: classroom observation and semi-structured interview which were correlatively studied • Sampling: purposive sampling + Mixed ability class + Students specializing in English language teaching + Based on participants’ accessibility and willingness DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  9. Procedures in details… • Duration of observation: 5 weeks • Numbers of observation periods: 28 (45’ each) • Numbers of teachers observed: 7 • Subject matters: Grammar, Britain Studies, Cross Cultural Communication, Listening, Writing, Speaking, Reading • Classroom activities: lecture-giving, tutorials, exercise checking, students’ presentation. • Numbers of prepared questions for interview: 8 DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  10. FINDINGS AND DISCUSSIONS 1. 6 types of teacher feedback: effort, ability, specific, general, verbal and non – verbal DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  11. Types of feedback in details • Effort feedback: for Ss’ performance, working attitude “Try harder”, “That’s quite hard for you but you kept going on”, “You are not really focusing, aren’t you?”, etc • Ability feedback: focuses on intelligence or competence “Brilliant”, “Good job”, etc • Generall feedback: “Right”, “OK” • Specific feedback: I- messages, You-statement, Thanking statement, etc • Verbal vs Non-verbal feedback DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  12. FINDINGS AND DISCUSSIONS 2. Students perceived effort, verbal, specific feedback in a more encouraging way (apparent recognition, precise information) DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  13. FINDINGS AND DISCUSSIONS 13 3. Students evoked positive emotional responses (happy, proud) “Teacher feedback motivates me a lot. It boasted my desire to do more tasks” (quoted one Ss) 4 Teacher feedback, esp. specific praise could better students’ self – concept. If the educators cannot teach or make Ss to be self-motivated, they can encourage them by letting the students know what is expected of them and how the effort worth their while. DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  14. FINDINGS AND DISCUSSIONS 5. Teacher feedback: an agent to change students’ behaviour and motivate them to learn 6. Most high – achievers desired ability feedback, most low – achievers craved for effort feedback DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  15. Effective teacher feedback Individualized Evenly distributed Immediate Sincere Specific Varied IMPLICATIONS DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  16. REFERRENCES • 1. Askew, S. & Lodge, C. (2000). Gifts, ping-pong and loops-linking feedback and learning. In S. Askew (Ed.) Feedback for Learning, pp.1-17. London: Routledge. • 2. Do, T.L (2010), Praise as classroom communicative reinforcing device: Perception of Hai Phong University Students: ULIS Library • 3. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1): 81-112. • 4. Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. • 5. Orsmond, P., Merry, S. & Reiling, K. (2000). The use of student derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 25 (1): 21-38. • 6. Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, 28: 4-13. • 7. Retna K. S., Chong E. & Cavana R. Y. Preliminary analysis of students’ perceptions of feedback in a New Zealand University. Retrieved from www.oecd.org/dataoecd/5/40/43977633.pdf‎ • 8. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18: 119-144 • 9. William, D. (2007). Keeping learning on track: classroom assessment and the regulation of learning. In F. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning, pp. 1053-1098). Greenwich, CT: Information Age Publishing. DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

  17. HANAM TEACHERS’ TRAINING COLLEGE THANK YOU FOR YOUR ATTENTION Comments and suggestions doanthanhhuong@gmail.com DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

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