HANAM TEACHERS’ TRAINING COLLEGE

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY

Feedback as motivating factor in learning English: A case study on Vietnamese students’ perception

at Hanam Teachers’ Training College

Doan Thanh Huong

HANAM TEACHERS’ TRAINING COLLEGE

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CONTENTS

1. Purpose of the study

2. Background of the study

3. Methods of the study

4. Findings and discussion

5. Implication

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PURPOSE THE STUDY3

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



BACKGROUND OF THE STUDY

Definition of feedback

Feedback and motivation

Feedback and language learning

Students’ perception of teacher feedback

Classifications of teacher feedback

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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)

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Feedback and motivation6


Formative assessment Summative assessment• Takes forms of feedback • Takes forms of examination

• To support further development of students learning,

• emphasizes the importance of day-today learning and teaching

• To measure the sum of students’ performance

• emphasizes the importance of grades or ranks,

Motivate students better


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

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METHODS OF THE STUDY

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Procedure: sampling data collection

data analysis writing report

Instrument: classroom observation and semi-

structured interview which were correlatively studiedSampling: purposive sampling

+ Mixed ability class+ Students specializing in English language teaching+ Based on participants’ accessibility and willingness


Procedures in details…

Duration of observation: 5 weeksNumbers of observation periods: 28 (45’ each)Numbers of teachers observed: 7Subject 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


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FINDINGS AND DISCUSSIONS10

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6 types of teacher feedback: effort, ability, specific, general, verbal and non – verbal


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, etcVerbal vs Non-verbal feedback


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FINDINGS AND DISCUSSIONS12

2. Students perceived effort, verbal, specific feedback in a more encouraging way (apparent recognition, precise information)



FINDINGS AND DISCUSSIONS

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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.



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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


FINDINGS AND DISCUSSIONS


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IMPLICATIONS

Evenly distributed

Specific

Immediate

Sincere

Varied

Effective

teacher

feedback

Individualized


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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.


REFERRENCES


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