Feedback%20as%20motivating%20factor%20in%20learning%20English:%20A%20case%20study%20on%20Vietnamese%20students

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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
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CONTENTS

• Purpose of the study
• Background of the study
• Methods of the study
• Findings and discussion
• Implication

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY
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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
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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
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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)

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY
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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
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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
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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
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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

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FINDINGS AND DISCUSSIONS

• 1.
• 6 types of teacher feedback effort, ability,
  specific, general, verbal and non verbal

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY
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Types of feedback in details

• Effort feedback for Ss performance, working
  attitude Try harder, Thats quite hard for you
  but you kept going on, You are not really
  focusing, arent 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

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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
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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.

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY
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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
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IMPLICATIONS
DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY
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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
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HANAM TEACHERS TRAINING COLLEGE

• THANK YOU FOR YOUR ATTENTION
• Comments and suggestions
• doanthanhhuong_at_gmail.com

DEPARTMENT OF FOREIGN LANGUAGES AND INFORMATION
TECHNOLOGY