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

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY 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

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY 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

BACKGROUND OF THE STUDY Definition of 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

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY 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

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

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

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY 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

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

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

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

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

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 13

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

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

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY 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

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