PHÂN TÍCH PHẢN HỒI DẠNG VĂN BẢN TỪ GIÁO VIÊN VỀ KỸ NĂNG VIẾT CỦA SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH NĂM THỨ BA TẠI MỘT TRƯỜNG ĐẠI HỌC Ở VIỆT NAM

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Tác giả: Lan Nguyễn Thị

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.103-123

Bộ sưu tập: Metadata

ID: 402369

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Để thành công trong giáo dục đại học, việc sở hữu kỹ năng viết tốt là một yếu tố then chốt, đặc biệt là đối với những sinh viên chuyên ngành tiếng Anh. Tuy nhiên, việc phát triển kỹ năng viết là một quá trình phức tạp và đầy thách thức, đòi hỏi sự hướng dẫn và phản hồi hiệu quả. Trong cuộc hành trình này, giáo viên có vai trò đưa ra những phản hồi bằng văn bản để hoàn thiện khả năng viết của sinh viên. Do đó, bài nghiên cứu này khảo sát nhận thức, sở thích và thái độ của 56 sinh viên năm thứ ba chuyên ngành tiếng Anh tại một trường đại học ở Việt Nam về phản hồi bằng văn bản của giáo viên cho bài luận. Kết quả nghiên cứu cho thấy sinh viên thể hiện sự tham gia tích cực vào việc viết luận và nhận được phản hồi thường xuyên hoặc thỉnh thoảng. Tuy nhiên, họ bày tỏ những quan điểm khác nhau về phản hồi, từ sự mong muốn cải thiện đến sự bối rối. Họ cũng có những sở thích khác nhau về loại phản hồi như: sửa lỗi, giải thích, đề xuất, v.v. Đa số sinh viên cho rằng phản hồi giúp họ nâng cao kỹ năng viết và khuyến khích họ sửa bài, nhưng một số cũng gặp phải những thách thức như nản chí và không thấy hữu ích. Từ đó, nghiên cứu này đề xuất một cách tiếp cận phản hồi cân bằng và mang tính xây dựng, xem xét nhu cầu đa dạng của sinh viên và giải quyết những thách thức của họ, nhằm nâng cao trải nghiệm phản hồi cho sinh viên.In the realm of higher education, the acquisition of proficient writing skills is deemed a cornerstone of academic success, particularly for students majoring in English. However, developing writing skills is a complex and challenging process that requires effective instruction and feedback. Central to this journey is the role of teachers, who, through their written feedback, become instrumental guides in shaping and refining students’ writing abilities. This study, therefore, aims to investigate the perceptions, preferences, and attitudes of 56 third-year English-majored students at a university in Vietnam regarding teachers' written feedback on essays. The results show that students are engaged in essay writing and receive regular or frequent feedback. However, they have mixed emotions about feedback, ranging from eagerness to improve to feeling lost. They also have diverse preferences for feedback types, such as error correction, explanation, suggestion, etc. Most students agree that feedback helps their writing skills and motivates them to revise, but some also face challenges such as discouragement and uselessness. The study recommends a balanced and constructive feedback approach that considers students’ varied needs and addresses their challenges, which can enhance the feedback experience for students.

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