PHẢN HỒI VIẾT CỦA GIÁO VIÊN: LÀM THẾ NÀO ĐỂ PHẢN HỒI BÀI VIẾT CỦA SINH VIÊN HIỆU QUẢ HƠN?

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Tác giả: Thị Kim Dung Phùng

Ngôn ngữ: Vie

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Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2020

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Bộ sưu tập: Metadata

ID: 397875

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Tóm tắt
Chủ đề

Phản hồi của giáo viên đối với bài viết của sinh viên vẫn luôn là vấn đề quan trọng nhưng luôn bị xao nhãng trong những nghiên cứu về dạy viết ngôn ngữ thứ 2. Nghiên cứu này nhằm bổ sung vào tổng quan lý luận thông qua việc phát triển và thực hiện một nghiên cứu điều tra cách thức giáo viên phản hồi bài viết của người học trong thực tiễn và ý kiến của người học đối với phản hồi của giáo viên cũng như những khuyến nghị nhằm cải thiện phản hồi viết của giáo viên. Nghiên cứu có sự tham gia của 200 sinh viên năm thứ 2 và 20 giáo viên dạy viết tại Khoa Sư phạm tiếng Anh, Trường Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội. Giáo viên và sinh viên được mời trả lời bảng câu hỏi, tham gia phỏng vấn và cung cấp bài viết đã được giáo viên nhận xét để phân tích. Kết quả nghiên cứu cho thấy một số điểm hạn chế trong cách thức, trọng tâm, loại và hình thức phản hồi của giáo viên cũng như những gì giáo viên đã làm nhằm giúp người học xử lý phản hồi hiệu quả. Đồng thời nghiên cứu cũng cho thấy có sự không tương thích giữa những gì sinh viên mong đợi và những gì giáo viên cung cấp trong phản hồi. Dựa trên cơ sở này, nghiên cứu đã đề xuất một số gợi ý nhằm giúp giáo viên cải thiện hoạt động của mình, giúp người học sử dụng phản hồi hiệu quả hơn, nhằm tạo môi trường mà ở đó người học có thể học viết một cách dễ dàng và thành công hơn., Tóm tắt tiếng anh, Teachers' response to student writing is a vital, though neglected, aspect of second language composition research. This present study adds to previous research through the development and implementation of an original study which investigates the current feedback-giving practice of the teachers and their students' opinions on feedback as well as their recommendations for improving it. The subjects involved in the study were 200 second-year students and 20 teachers at the University of Languages and International Studies (ULIS) under Vietnam National University, Hanoi (VNU) who are currently teaching or have taught writing before. These teachers and students were invited to join the survey, to answer the questionnaires, to participate in the interview, and to provide the source for observation. The research reveals that there exist a lot of problems concerning teachers' responding methods, their feedback focus, their frequent types and forms of feedback as well as what they have actually done to help their students process feedback successfully. Meanwhile, the students report their opinions and preferences for more effective teachers' feedback, which clearly reveals the mismatch between what the teachers often give and what the students would like to get. On this basis, the study recommends several important directions for teachers to utilize in improving their feedback, helping students process feedback more effectively and thus creating a condition in which learners learn to write more easily and successfully.

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