VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
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ĐINH THỊ HƯƠNG
AN INVESTIGATION INTO TEACHERS’ ATTITUDES TOWARDS
AND PRACTICES OF CORRECTIVE FEEDBACK ON
STUDENTS’ ORAL MISTAKES AT HANOI NATIONAL
UNIVERSITY OF EDUCATION
(NGHIÊN CỨU THÁI ĐỘ VÀ THỰC TIỄN VIC SA LỖI CA GIÁO
VIÊN TRONG K NĂNG NÓI CHO SINH VIÊN TẠI TỜNG ĐI
HỌC SƯ PHM HÀ NỘI)
M.A. Minor Programme Thesis
Major : English Language Teaching Methodology
Code : 60 14 10
Hanoi, 2013
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
-------------***-------------
ĐINH THỊ HƯƠNG
AN INVESTIGATION INTO TEACHERS’ ATTITUDES TOWARDS
AND PRACTICES OF CORRECTIVE FEEDBACK ON
STUDENTS’ ORAL MISTAKES AT HANOI NATIONAL
UNIVERSITY OF EDUCATION
(NGHIÊN CU THÁI Đ VÀ THỰC TIỄN VIC SA LỖI CA GIÁO
VIÊN TRONG K NĂNG NÓI CHO SINH VIÊN TẠI TỜNG ĐI
HỌC SƯ PHM HÀ NỘI)
M.A. Minor Programme Thesis
Major : English Language Teaching Methodology
Code : 60 14 10
Supervisor : Dr. Đỗ Thị Thanh Hà
Hanoi, 2013
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DECLARATION
I hereby certify that the thesis entitled
AN INVESTIGATION INTO TEACHERS’ ATTITUDES TOWARDS AND
PRACTICES OF CORRECTIVE FEEDBACK ON STUDENTS ORAL
MISTAKES AT HANOI NATIONAL UNIVERSITY OF EDUCATION
is the result of my own research for the Degree of Master of Arts at College of Foreign
Languages, Vietnam National University, Hanoi and that this thesis has not been
submitted for any degree at any other university or tertiary institution.
Signature:
Date:
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ACKNOWLEDGEMENTS
A number of people have influenced the completion of this M.A thesis and have
changed a matter of personal responsibility into something much more like real
collaboration- whether directly or indirectly.
I would like to register my profound gratitude to Dr. Do Thi Thanh Ha, my supervisor,
for her enthusiastic instruction throughout the process, her outstandingly valuable
comments for every minor detail. I fully understand how busy she is with all
responsibilities as a lecturer as well as Dean of a faculty, and I sincerely appreciate this
support.
I am obliged to the thirty responding teachers of English, especially the three
participants in the later stages of the study for their whole-hearted assistance
throughout the whole process, from classroom observations to personal interviews. My
special gratitude is to be expressed to them for their enthusiasm in completing the
survey questionnaire after a short time.
Along the way, I have been incredibly fortunate to be supported and encouraged by my
beloved family and friends.
To all these people I offer my great appreciation. I only hope that they will like the way
it has turned out!
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ABSTRACT
This minor research investigated the relationship between the attitudes and teaching
practices of corrective feedback among a number of teachers of English. Participants
were those who were teaching English as a foreign language in Hanoi National
University of Education with certain years of teaching experience. The method to be
employed was a survey questionnaire which involved 30 lecturers. This was followed
by the researchers classroom observation of 12 lessons by three teachers chosen from
the participants from the survey. They were teaching speaking skill for English majors
in the same faculty at the university. T1 was in charge of a class with 37 sophomores,
T1 with 28 juniors and T3 with 32 seniors. Finally, one-to-one informal interviews
were administered in a semi-structured format with these three teachers. Accordingly,
the data were collected both quantitatively and qualitatively through a procedure of
note-taking, then combining with the results from informal interviews. The process of
data collection was carried out during the first four weeks of the first semester,
academic year 2012-2013. The findings revealed both differences and similarities
between participants attitudes towards error treatment and their practical application in
their speaking classroom settings.