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| Luận văn tiếng Anh: | Effectiveness of Indirect Corrective feedback in English writing at the Faculty of English, Hanoi National University of Education =Hiệu quả của chữa lỗi gián tiếp trong môn viết Tiếng Anh tại Khoa Tiếng Anh, trường Đại Học Sư Phạm Hà Nội. M.A Thesis Linguistics: Ngôn ngữ học: 60 14 10 |
| Nhà xuất bản: | University of Languages and International Studies |
| Ngày: | 2013 |
| Chủ đề: | Phương pháp dạy học Tiếng Anh Kỹ năng viết |
| Miêu tả: | 43 p. + CD-ROM + tóm tắt M.A. Thesis English Language Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013 Writing skill is often considered the most difficult and least preferable skill for the students; therefore, it is desirable for writing teachers to find the most suitable strategies to Giúp their students to write well. It is widely recognized that the contribution of indirect corrective feedback in ESL students’ writing classes on reducing students’ grammatical errors has been widely discussed. However, there has been relatively little analysis on the effectiveness of teacher’s indirect corrective feedback on students’ writing accuracy in university context in Vietnam. This study is conducted in an attempt to investigate the effectiveness of indirect corrective feedback on improving the accuracy in the writing of the second-year students at the Faculty of English, Hanoi National University of Education and their attitudes towards the use of teacher’s indirect corrective feedback. This study proposes some recommendations of the use of teacher’s written indirect corrective feedback in writing classes. To achieve the aims of the study, 50 second-year students were divided into two groups: one indirect corrective group and one direct corrective group. After that, 100 writing papers of students in the two groups were analyzed and a survey was conducted with the involvement of 26 second year students in the indirect corrective group. The results of this research shows the remarkable improvement on writing accuracy in indirect corrective group and their positive attitudes towards the use of teacher’s indirect corrective feedback in writing. The study suggests some changes in the teachers’ role and the students’ involvement in error correction. The study is of great use to the writing teachers who have an intension to use teacher’s indirect corrective feedback in writing classes. Electronic Resources |
| Kiểu: | text |
| Định dạng: | text/pdf |
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