Nhận thức của giáo viên THPT về hoạt động phản hồi lỗi trong bài viết tiếng Anh

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Tác giả: Thị Thu Hiền Nguyễn, Thị Thuý Kiều Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Trường Đại học Quy Nhơn, 2024

Mô tả vật lý: tr.15

Bộ sưu tập: Metadata

ID: 462491

Thêm vào giỏ Liên kết toàn văn

Phản hồi lỗi bài viết tiếng Anh của các giáo viên khi đánh giá bài viết của học sinh luôn là đề tài của các nghiên cứu về phương pháp giảng dạy. Bài báo này tìm hiểu nhận thức của giáo viên về thực hành phản hồi đối với các lỗi xuất hiện trong bài viết. Dữ liệu định lượng được thu thập từ phiếu khảo sát với 65 giáo viên tiếng Anh trung học phổ thông ở các tỉnh miền Trung và Tây Nguyên của Việt Nam và dữ liệu định tính từ phỏng vấn 10 giáo viên thực hiện khảo sát. Kết quả nghiên cứu cho thấy nhận thức của giáo viên tiếng Anh về việc cung cấp phản hồi sửa lỗi bài viết là rất tích cực. Họ tin rằng việc phản hồi sửa lỗi rất cần thiết cho sự phát triển khả năng viết của học sinh trung học và phục vụ nhiều mục đích. Về thực hành phản hồi sửa lỗi bài viết được ghi nhận qua kết quả khảo sát, các giáo viên ưu tiên sử dụng phản hồi sửa lỗi có chọn lọc hơn là sửa lỗi toàn bộ. Họ có xu hướng nghiêng về chiến lược sửa lỗi trực tiếp hơn gián tiếp, chủ yếu tập trung vào sửa lỗi hình thức ngôn ngữ.Written Corrective Feedback (WCF) referring to the feedback that writing teachers offer to students’ writinghas been popularly investigated. This study aims to investigate teachers’ perceptions of their WCF practices in a Vietnamese EFL context. The data was quantitatively collected from a questionnaire delivered to 65 English high school teachers in central and Central Highlands provinces in Vietnamand follow-up interviews with 10 of those who had completed the questionnaire. The findings of the study revealed that the high school EFL teachers’ perceptions of WCF provision were overwhelmingly favorable. They believed that WCF was essential for high school students’ EFL writing development and served multiple purposes. In terms of their self-reported practices of WCF, the teachers preferred selective over comprehensive WCF
furthermore, they were in favor of direct feedback strategies and they focused primarilyon language forms.By raising teachers' awareness about their beliefs of WCF provision,this study can further bolster self-reflection on how their tacit knowledge shapes the way they perform in writing classes.

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