HANAM TEACHERS’ TRAINING COLLEGE
1
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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
CONTENTS
2
1. Purpose of the study
2. Background of the study
3. Methods of the study
4. Findings and discussion
5. Implication
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
PURPOSE THE STUDY
3
 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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
BACKGROUND OF THE STUDY
4
 Definition of feedback
 Feedback and motivation
 Feedback and language learning
 Students’ perception of teacher feedback
 Classifications of teacher feedback
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
What is feedback?
5
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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
Feedback and motivation
6
Formative assessment
• Takes forms of feedback
Summative assessment
• Takes forms of examination
• To support further development • To measure the sum of
of students learning,
students’ performance
• emphasizes the importance of • emphasizes the importance of
grades or ranks,
day-today learning and
teaching
 Motivate students better
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
Students’ perception of teacher
feedback
7
 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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
METHODS OF THE STUDY
8
 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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
Procedures in details…
9
 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
FINDINGS AND DISCUSSIONS
10
1.
6 types of teacher feedback: effort,
ability, specific, general, verbal and non
– verbal
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
Types of feedback in details
11
 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
FINDINGS AND DISCUSSIONS
12
2. Students perceived effort, verbal,
specific feedback in a more encouraging
way (apparent recognition, precise
information)
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
FINDINGS AND DISCUSSIONS
13
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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
FINDINGS AND DISCUSSIONS
14
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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
IMPLICATIONS
15
Evenly
distributed
Specific
Varied
Sincere
Immediate
Individualized
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
REFERRENCES
16









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
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY
HANAM TEACHERS’ TRAINING COLLEGE
17
THANK YOU FOR YOUR ATTENTION
Comments and suggestions
doanthanhhuong@gmail.com
DEPARTMENT OF FOREIGN
LANGUAGES AND
DEPARTMENT
OF FOREIGN
LANGUAGES AND INFORMATION TECHNOLOGY
INFORMATION TECHNOLOGY