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. 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

3. 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

4. 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

5. 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

6. 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

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. 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

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 DISCUSSIONS1.
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 DISCUSSIONS13
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

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. 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

16. 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 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):
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):
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
8. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18:
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 ). 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
DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY
DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION TECHNOLOGY