Direct Teacher Corrective Feedback in EFL Writing Class at Tran Quoc Tuan University in Vietnam: To What Extent Students’ Writing Performance Affected (Published)
The study is aimed at investigating the influence of using teacher’s direct corrective feedback on second-year cadets’ writing performance in a foreign language writing class. It is an action research, employing interviews, writing analysis and survey as research instruments, which was conducted with 3 English teachers and 16 second-year non-English major students of Tran Quoc Tuan University of 2018/2019 academic year. The findings revealed through writing analysis that, firstly, the overall accuracy score tended to increase in the subsequent texts, which partially supports the conclusion that the use of direct corrective feedback (hereafter, DCF) may help the students enhance their writing accuracy over a period of treatment. Secondly, it could be said that DCF could be advantageous for tense, S-V agreement and spelling, but it brought few benefits to the use of articles in the cadets’ writings. Finally, through the survey and interview, most students responded that they got significant progress in their writing after the teacher’s DCF intervention. In addition, the students believed that teacher’s DCF improved their English competence as well as their writing performance.
Citation: Ky D.V. (2023) Direct Teacher Corrective Feedback in EFL Writing Class at Tran Quoc Tuan University in Vietnam: To What Extent Students’ Writing Performance Affected, International Journal of English Language Teaching, Vol.11, No.1, pp.,41-56
Keywords: Feedback, Writing Performance, direct corrective feedback
The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)
This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved higher EWP than those given discrete tasks.
Keywords: Discrete, Task, Writing Performance, holistic, learning styles
Writing Apprehension and Performance of Iraqi EFL Students According To Their Academic Locus of Control Orientation (Published)
This study aims at investigating Iraqi EFL students’ level of writing apprehension, writing performance, and locus of control orientation. It also seeks to find out the correlation between these three variables according to the academic locus of control orientation (internal and external). The instruments of the study are administered to (160) participants who are randomly selected from two departments of English in the University of Baghdad. The statistical manipulation of the data collected indicates that the participants show external orientation of academic locus of control, high level of writing apprehension, and low level of writing performance. The study also reveals that academic locus of control orientation (including both internal and external) does not correlate with writing apprehension. While, writing performance correlate negatively with external orientation of academic locus of control and positively with the internal orientation. Finally writing apprehension and writing performance are found to negatively correlate in both cases of academic locus of control orientation.
Keywords: Academic Locus of Control, Writing Apprehension, Writing Performance