scholarly journals Written Feedback In Second Language Writing: Perceptions Of Vietnamese Teachers And Students

2021 ◽  
Author(s):  
◽  
Phuong Anh Nguyen
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Peer Feedback ◽  
L2 Writing ◽  
Written Feedback ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Wide Range ◽  
Different Types ◽  
Teachers And Students

<p>Writing can be very challenging for ESL students since they need to overcome the changes associated with academic writing styles and their mechanics in order to improve their writing skills (Hyland & Hyland, 2006). In Vietnam, English is known as a foreign language in all public and private schools, and writing is a compulsory component. It is unavoidable that students will make errors in their writing development process, and feedback is a fundamental requirement to reduce these errors. Even if giving feedback costs a great deal of time, it can be the most significant investment of writing instructors (Ferris, 2002). In the last 20 years, many studies have examined a wide range of issues in academic writing, including the types of feedback, and stakeholders’ perceptions about feedback; however, the results have been contradictory. Mahmud (2016) revealed that teachers are often forced to use their own writing experience and intuitive criteria due to the lack of information on how to give feedback. Nevertheless, researchers tend to focus on either students’ or teachers’ perceptions, or both teachers’ and students’ perceptions, about different types of feedback in writing (Atmaca, 2016). In Vietnam, there are few studies about students’ and teachers’ perceptions of written feedback. This study investigated the views of both Vietnamese students and teachers on peer feedback, direct feedback, indirect coded feedback, indirect un-coded feedback, and self-feedback to fulfil the gap.  Thirty-six university students in Finance and Banking and two senior English teachers participated in this study. Due to the unexpected pandemic, the researcher changed the study from in-class to online. This qualitative research employs questionnaires and interviews. The pre-questionnaire in class before the outbreak of coronavirus in Vietnam, but the rest of the questionnaire surveys and interviews were collected online because the school had shut down. The students were grouped into two separate online groups on Facebook with their classmates, and they were asked to complete five surveys about five different types of feedback. The findings revealed some similarities between teachers’ and students’ perceptions of feedback in L2 writing. In terms of similarities, both teachers and students agreed that feedback played an important role in L2 writing learning and teaching. Teachers and students believed that feedback could affect L2 learners’ cognitive engagement in writing and some types of feedback could affect learners’ psychology. Moreover, training was necessary to improve peer feedback in both quality and quantity of feedback and to help students use this type of feedback more effectively. The results from teachers’ interviews and students’ surveys also revealed the discrepancies between teachers’ and students’ perceptions of feedback in L2 writing. This study concludes that using appropriate types of teacher feedback can boost students’ confidence to improve their writing skills in the long term.</p>

scholarly journals Written Feedback In Second Language Writing: Perceptions Of Vietnamese Teachers And Students

2021 ◽  
Author(s):  
◽  
Phuong Anh Nguyen
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Peer Feedback ◽  
L2 Writing ◽  
Written Feedback ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Wide Range ◽  
Different Types ◽  
Teachers And Students

<p>Writing can be very challenging for ESL students since they need to overcome the changes associated with academic writing styles and their mechanics in order to improve their writing skills (Hyland & Hyland, 2006). In Vietnam, English is known as a foreign language in all public and private schools, and writing is a compulsory component. It is unavoidable that students will make errors in their writing development process, and feedback is a fundamental requirement to reduce these errors. Even if giving feedback costs a great deal of time, it can be the most significant investment of writing instructors (Ferris, 2002). In the last 20 years, many studies have examined a wide range of issues in academic writing, including the types of feedback, and stakeholders’ perceptions about feedback; however, the results have been contradictory. Mahmud (2016) revealed that teachers are often forced to use their own writing experience and intuitive criteria due to the lack of information on how to give feedback. Nevertheless, researchers tend to focus on either students’ or teachers’ perceptions, or both teachers’ and students’ perceptions, about different types of feedback in writing (Atmaca, 2016). In Vietnam, there are few studies about students’ and teachers’ perceptions of written feedback. This study investigated the views of both Vietnamese students and teachers on peer feedback, direct feedback, indirect coded feedback, indirect un-coded feedback, and self-feedback to fulfil the gap.  Thirty-six university students in Finance and Banking and two senior English teachers participated in this study. Due to the unexpected pandemic, the researcher changed the study from in-class to online. This qualitative research employs questionnaires and interviews. The pre-questionnaire in class before the outbreak of coronavirus in Vietnam, but the rest of the questionnaire surveys and interviews were collected online because the school had shut down. The students were grouped into two separate online groups on Facebook with their classmates, and they were asked to complete five surveys about five different types of feedback. The findings revealed some similarities between teachers’ and students’ perceptions of feedback in L2 writing. In terms of similarities, both teachers and students agreed that feedback played an important role in L2 writing learning and teaching. Teachers and students believed that feedback could affect L2 learners’ cognitive engagement in writing and some types of feedback could affect learners’ psychology. Moreover, training was necessary to improve peer feedback in both quality and quantity of feedback and to help students use this type of feedback more effectively. The results from teachers’ interviews and students’ surveys also revealed the discrepancies between teachers’ and students’ perceptions of feedback in L2 writing. This study concludes that using appropriate types of teacher feedback can boost students’ confidence to improve their writing skills in the long term.</p>

scholarly journals TEACHERS’ CORRECTIVE FEEDBACK ON STUDENTS’ L2 WRITING: STATE OF THE ART

Abjadia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 81
Author(s):  
Ani Susanti
Keyword(s):  
State Of The Art ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Programs ◽  
Efl Writing ◽  
Teachers Perceptions ◽  
Research Findings ◽  
The Relationship

<p>Teachers’ corrective feedback has been largely practiced in L2 writing programs and still extensively researched especially in the last decade. In the literature about ESL and EFL writing pedagogy, it is not only the typology but also the effectiveness as well as the relationship to others have been discussed. This paper synthesizes the current progress in the field to draw what has been done by the researchers in the area particularly in both ESL and EFL setting. As many as sixty-six studies mostly published in reputable journals from 2008 to 2018 are synthesized; and the result is categorized into five themes that include: first, the effectiveness of teachers’ corrective feedback on L2 writing accuracy; second, the stance of teachers’ corrective feedback comparing to peer feedback and computer-generated feedback; third, teachers’ perceptions and practices, fourth, students’ response and engagements; and finally experts’ recommendation for further studies and for synergizing research findings and practices.</p><p>لقد تم استخدام التغذية الراجعة للمدرسين بشكل كبير في برامج كتابة المستوى الثاني، ولا تزال تبحث على نطاق واسع خاصة في العقد الأخير. في الأدب حول تدريس اللغة الإنجليزية كلغة أجنبية (ESL) وعلم اللغة الإنجليزية (EFL)، لا يقتصر الأمر على التصنيف فحسب ، بل تمت أيضاً مناقشة الفعالية بالإضافة إلى العلاقة مع الآخرين. هذه الورقة تجمع التقدم الحالي في المجال لرسم ما قام به الباحثون في المنطقة خاصة في كل من ESL و EFL. يتم تجميع ما يصل إلى ستة وستين دراسة يتم نشرها في الغالب في المجلات ذات السمعة الجيدة من عام 2008 إلى عام 2018؛ ويتم تصنيف النتيجة في خمسة محاور تتضمن: أولاً، مدى فاعلية ملاحظات المدرسين التصحيحية على دقة الكتابة في المستوى الثاني؛ ثانياً، موقف المدرسين التصحيحي التصحيحي مقارنةً بملاحظات الزملاء والمعلومات المرتجعة بالحاسوب؛ ثالثا، تصورات وممارسات المدرسين، رابعاً، استجابة الطلاب ومشاركاتهم؛ وأخيرًا توصية الخبراء بإجراء المزيد من الدراسات وتوحيد نتائج البحوث والممارسات.</p><p>Umpan balik korektif para guru telah banyak dipraktekkan dalam program penulisan L2 dan masih banyak diteliti terutama dalam dekade terakhir. Dalam literatur tentang pedagogi penulisan ESL dan EFL, tidak hanya tipologi tetapi juga efektivitas serta hubungan dengan orang lain telah dibahas. Makalah ini mensintesis kemajuan saat ini di lapangan untuk menggambarkan apa yang telah dilakukan oleh para peneliti di daerah tersebut terutama dalam pengaturan ESL dan EFL. Sebanyak enam puluh enam studi yang kebanyakan diterbitkan dalam jurnal terkemuka dari tahun 2008 hingga 2018 disintesis; dan hasilnya dikategorikan ke dalam lima tema yang meliputi: pertama, efektivitas umpan balik korektif guru pada akurasi penulisan L2; kedua, sikap umpan balik koreksi guru dibandingkan dengan umpan balik teman dan umpan balik yang dihasilkan komputer; ketiga, persepsi dan praktik guru, keempat, respon dan keterlibatan siswa; dan akhirnya rekomendasi para ahli untuk studi lebih lanjut dan untuk mensinergikan temuan dan praktik penelitian.</p>

scholarly journals Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

2017 ◽  
Vol 6 (4) ◽  
pp. 32
Author(s):  
Fateme Saeb
Keyword(s):  
Error Correction ◽  
Qualitative Data ◽  
Corrective Feedback ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Perceptions Of Students ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
Oral Corrective Feedback

Perceptions and perspectives about corrective feedback (CF) have recently attracted some attention in the CF literature. Few studies, however, have delved into students’ and teachers’ CF perceptions and preferences and compared them. This study is an attempt to explore Iranian EFL teachers’ and students’ perceptions and preferences for different amounts and types of oral corrective feedback. Two parallel questionnaires were used to gather quantitative and qualitative data from twenty eight teachers and eighty six of their students. Results revealed significant differences between teachers’ and students’ perceptions about the amounts and types of CF and also about different types of errors to be corrected. Contrary to their teachers, students in this study were found to be seeking large amounts of explicit corrective feedback provided by the teacher.  As for the pedagogical implications, ‘meta-correction’ is suggested as a solution to the problem of conflicting CF perceptions of students and teachers and to improve and enhance error correction practices within Iranian EFL context. 

scholarly journals Escritura como proceso en la enseñanza de inglés como lengua extranjera

2020 ◽  
Vol 4 (1) ◽  
pp. 49-61
Author(s):  
Jesús Martínez ◽  
Alexander López-Díaz ◽  
Elica Pérez
Keyword(s):  
Action Research ◽  
Academic Writing ◽  
Writing Skills ◽  
Process Writing ◽  
Grammar Instruction ◽  
Writing Teachers ◽  
Writing Students ◽  
Teachers And Students ◽  
Speaking Skills

Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students’ writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.

scholarly journals ‘WHAT DO I NEED FEEDBACK FOR?’

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 29
Author(s):  
Liliana Gonçalves ◽  
Carlos Filipe Guimarães Figueiredo ◽  
Júlio Reis Jatobá
Keyword(s):  
Present Article ◽  
Writing Skills ◽  
Written Feedback ◽  
Face To Face ◽  
Teacher Student ◽  
Different Types

The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.

scholarly journals Teacher Perceptions of Strategies for Improving ESOL Students’ Academic English Skills: A K-12 Perspective

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Jinyan Huang ◽  
Alexis Smith ◽  
R. Smith
Keyword(s):  
Teacher Perceptions ◽  
Academic Writing ◽  
Writing Skills ◽  
Classroom Teachers ◽  
Academic English ◽  
Reading And Writing ◽  
Teachers Perceptions ◽  
Academic Reading ◽  
K 12 ◽  
Areas Of Interest

This study investigates five North American K-12 classroom teachers’ perceptions of ESOL students’ challenges in academic English skills and strategies for improving ESOL students’ academic English skills. Seven distinct areas of interest emerged from the five interviews: 1) ranking of importance of academic listening, speaking, reading, and writing skills; 2) challenges that ESOL students face in the classroom; 3) strategies to help ESOL students in academic listening; 4) strategies to help ESOL students in academic speaking; 5) strategies to help ESOL students in academic reading; 6) strategies to help ESOL students in academic writing; and 7) strategies to assist ESOL students in overcoming challenges in academic English skills. This paper focuses on the implementation of coping strategies for K-12 ESOL students in academic English skills, as perceived by their classroom teachers. Cette étude enquête sur les perceptions de cinq enseignants nord-américains de classes préscolaires à la 12e, des défis de leurs élèves ESOL face aux compétences en Anglais académique et des stratégies pouvant améliorer les compétences en Anglais académique de ces élèves ESOL. Sept domaines d’intérêt distincts ont émergés de ces cinq entretiens:1) degré d’importance académique des compétences en écoute, parler, lecture et écriture; 2) défis auxquels font face les élèves ESOL dans leurs salles de classe; 3) stratégies visant à aider les élèves ESOL avec leur écoute académique; 4) stratégies visant à aider les élèves ESOL avec leur parler académique; 5) stratégies visant à aider les élèves ESOL avec leur lecture académique; 6) stratégies visant à aider les élèves ESOL avec leur écriture académique; et 7) stratégies visant à assister les élèves ESOL à surmonter les défis liés aux compétences en Anglais académique. Cet article porte l’accent sur l’implémentation de stratégies d’adaptation pour les élèves de la maternelle à la 12e concernant les compétences en Anglais académique, telle que perçue par leurs enseignants.

scholarly journals Paramedic Transition into an Academic Role in Universities: A Demographic and Qualification Survey of Paramedic Academics in Australia and New Zealand

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Graham Munro ◽  
Peter O'Meara ◽  
Amanda Kenny
Keyword(s):  
New Zealand ◽  
Academic Writing ◽  
Demographic Data ◽  
Teaching Experience ◽  
Internet Survey ◽  
Learning And Teaching ◽  
Entry Level ◽  
Wide Range ◽  
The Uk ◽  
University Degree

<p align="center"><span style="text-decoration: underline;">Abstract</span></p><p><span style="text-decoration: underline;">Objectives</span></p><p>            To identify the demographic and qualification characteristics of paramedic academics holding teaching and research positions at universities in Australia and New Zealand offering entry-level undergraduate or postgraduate degree programs in paramedicine.</p><p><span style="text-decoration: underline;">Methods</span></p><p>            A 17 item online normative internet survey was used to obtain demographic and qualification characteristics about the target group. The survey was divided into five categories: demographic data, professional qualifications, educational qualifications, learning and teaching experience, and level of academic skills. Data were collected over a two-month period in 2013 and then collated and reported utilising the capabilities of the Survey Monkey program.</p><p><span style="text-decoration: underline;">Results</span></p><p>            Of the estimated 66 eligible participants, 30 responded to the survey, 70% were male, the average age when entering academia was 43 years, and the average age when initially entering paramedicine was 23 years. Two-thirds completed their paramedic training in Australia and New Zealand, with the other third training in the UK, US, or Canada. There was a wide-range of levels of training and qualification reported with three having a PhD on entering academia, while most had little to no experience in research, academic writing, and publication.</p><p><span style="text-decoration: underline;">Conclusions</span></p><p>            Issues of the transference of cultural and professional capital from one community of practice (CoP) into another, the variance in the levels of academic qualifications amongst paramedics when entering academia, and the resources needed to mentor and educate a large majority of these new academics pose significant challenges to new academics and the universities employing them.</p><p>Key words: paramedicine, university, degree, transition, role</p>

scholarly journals Using inquiry-based writing instruction to develop students’ academic writing skills

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Bantalem Derseh Wale ◽  
Yenus Nurie Bogale
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
Group Discussion ◽  
Writing Skills ◽  
Control Group ◽  
First Year ◽  
Lexical Resource ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Experimental Group

AbstractThe aim of this study was to investigate the effects of using inquiry-based writing instruction on students’ academic writing skills. A pretest-posttest two groups quasi-experimental design was employed. Data were obtained through test, focus group discussion, and reflective journal from 62 first-year pharmacy students who were selected using comprehensive sampling. While the experimental group received the inquiry-based writing instruction, the control group learned using the conventional learning method. The quantitative data were analyzed using independent samples T-test and descriptive statistics when the qualitative data were analyzed thematically. The findings revealed that there was a statistical difference between the control and experimental groups in their academic writing performance. Hence, students who participated in the inquiry-based writing instruction improved their academic writing skills. Mainly, students who learned through inquiry-based writing instruction were able to produce essays that addressed task achievement, coherence and cohesion, lexical resource, grammatical range and accuracy. Thus, this study recommends researchers, teachers, and students to pay due attention to inquiry-based writing instruction in their academic journey.

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