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English is regarded as a basic and important subject at People’s Police College I (PPC I) and students here are expected to achieve the preintermediate level in English as well as the ability to communicate in English in normal contexts after graduation. However, their speaking skills still have many limitations and need much more instruction from their teachers. The study aims at exploring teachers’ feedback strategies for the thirdyear students’ speaking errors at PPC I. Three instruments, including questionnaire for teachers and students, semistructured interviews with teachers, and class observations were employed to achieve the purposes of the study. The subjects involved in this study were 10 teachers, including 9 females and 1 male, who have at least 3 years experience in teaching English at PPC I and third year students in three classes. They were invited to participate in the survey questionnaire, interviews and class observation. Other participants are the 150 students in three classes which were observed during eight speaking lessons. Among them, 30 students who received individual feedback and other 45 representative students who received the whole class feedback were asked to evaluate their teachers’ feedback through questionnaire for students. It was induced in the study that most teachers of English at PPC I used a variety of feedback strategies towards their students’ speaking errors and the way they applied those strategies was varied. As regards the students, they showed a strong need for teachers’ feedback as well as general satisfaction with the feedback they received. The findings suggest some suitable and effective ways for teachers in applying feedback strategies to make certain positive changes in their teaching methodology as well as to help students improve their English competenc
DECLARATION BY AUTHOR I hereby certify that this thesis is entirely my own work I have provided fully documented references to the others’ works The material in this thesis has not been submitted for assessment in any other formal course I also accept all the requirements of university relating to the retention and use of M.A Graduation Author’s signature Hứa Minh Hải Approved by SUPERVISOR Đặng Nguyên Giang, Ph D Date:……………………… i TABLE OF CONTENTS DECLARATION BY AUTHOR i LIST OF TABLES v LIST OF CHARTS vi LIST OF ABBREVIATIONS vii ACKNOWLEDGEMENTS viii ABSTRACT ix CHAPTER 1: INTRODUCTION 1 Rationale Aims of the Study 3 Research Questions Scope of the Study Research Methods Significance of the Study Structure of the Study CHAPTER 2: LITERATURE REVIEW 2.1 Communicative Language Competence and Second Language Acquisition 2.1.1 Communicative Language Competence 2.1.2 Second Language Acquisition 2.2 Language Errors 2.2.1 Language Errors Defined 2.2.2 The Role of Errors in SLA 2.2.3 Errors Classified 11 2.3 Feedback Strategies 12 2.3.1 Feedback Defined 12 2.3.2 The Importance of Feedback 14 2.3.3 Teachers’ Beliefs in Feedback 15 2.3.4 Students’ Attitudes towards Feedback 16 2.4 Speaking Errors 17 ii 2.4.1 Speaking Errors Defined 17 2.4.2 Speaking Errors Classified 17 2.5 Feedback Strategies for Speaking Errors 18 2.5.1 Types of Feedback Strategies for Speaking Errors 18 2.5.2 The Selection of Errors to Give Feedback 20 2.5.3 The Selection of People Who Give Correction 22 2.5.3.1 Teacher- Correction 22 2.5.3.2 Peer- Correction 22 2.5.3.3 Self- Correction 23 2.6 Previous Studies on Feedback Strategies for Students’ Speaking Errors 23 2.7 Summary 25 CHAPTER 3: METHODOLOGY 26 3.1 Setting of the Study 26 3.2 Research Design 26 3.3 Participants 27 3.4 Data Collection Instruments 28 3.4.1 Questionnaire 28 3.4.1.1 Questionnaire for the Teachers 28 3.4.1.2 Questionnaire for the Students 29 3.4.2 Semi-Structured Interviews with the Teachers 29 3.4.3 Class Observation 30 3.5 Data Collection and Analysis Procedures 30 3.5.1 Data Collection Procedure 30 3.5.2 Data Analysis Procedure 32 3.6 Summary 32 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 4.1 Research Question 1: Teachers’ Beliefs and their Application of Feedback Strategies to the Students’ Speaking Errors 36 4.1.1 Teachers’ Beliefs in Feedback 36 4.1.1.1 Results from Teachers’ Questionnaire 36 4.1.2 Teachers’ Application of Feedback Strategies 38 iii 4.1.2.1 Results from Teachers’ Questionnaire 44 4.1.2.2 Results from Teachers’ Interviews 44 4.1.2.3 Results from Class Observation 48 4.2 Research Question 3: Students’ Attitudes towards their Teachers’ Speaking Error Feedback Strategies 48 4.2.1 Results from Students’ Questionnaire 48 4.3 Summary 52 CHAPTER 5: CONCLUSION 53 5.1 Recapitulation 53 5.2 Concluding Remarks 53 5.3 Pedagogical Implications 54 5.4 Limitations and Suggestions for Further Studies 56 REFERENCES 57 APPENDIX A: Questionaires for the Teachers I APPENDIX B: Questionaires for the Students Receiving Individual Feedback IV APPENDIX C: Questionaires for the Students Receiving the Whole Class Feedback V APPENDIX D: Semi-structured Interviews with the Teachers VI APPENDIX E: Class Observation Form VII iv LIST OF TABLES Page Table 4.1 Teachers’ Beliefs in Feedback Strategies for Students’ Speaking Errors 36 Table 4.2 Questionaire for the Students Receiving Individual Feedback 48 Table 4.3 Questionaire for the Students Receiving the Whole Class Feedback 50 v LIST OF CHARTS Chart 4.1 Types of Errors Teachers give Feedback for Individuals and for the Whole Class 38 Chart 4.2 Characteristics of Errors for Teachers to Give Feedback 39 Chart 4.3 Teachers’ Frequency of Giving Feedback 40 Chart 4.4 Time of Giving the Individual and the Whole Class Feedback 41 Chart 4.5 Types of Feedback from Teachers’ Questionnaire 42 Chart 4.6 Error Corrector for Individual and the Whole Class 43 Chart 4.7 Time of Giving Feedback from Class Observation 46 Chart 4.8 Teachers’ use of Feedback Types from Class Observation 47 Chart 4.9 The Selection of Correctors from Class Observation 48 vi LIST OF ABBREVIATIONS PPC I: People’s Police College I L3: third Language SLA: Second Language Acquisition ESL: English as Second Language EFL: English as Foreign Language CLT: Communicative Language Teaching vii ACKNOWLEDGEMENTS During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people First and foremost, I would like to express my deepest gratitude to my supervisor, Mr Đặng Nguyên Giang, Ph.D, for his enthusiastic encouragement and guidance throughout the research Without his well-designed plan and meticulous review of the drafts, this thesis would not have been completed I also wish to thank all the professors for enriching my knowledge about English teaching methodology and research methodology My great thanks are also sent to all the staff members of the faculty of Post graduate studies who gave me the best environment to fulfill my thesis I would like to acknowledge and express my appreciation to my colleagues at People’s Police College I (PPC I) for their great supports and constructive suggestions in completing this research Last but not least, my thanks are extended to the third-years students at PPC I who took part in this study, for it was their hard working that provided the useful raw data viii ABSTRACT English is regarded as a basic and important subject at People’s Police College I (PPC I) and students here are expected to achieve the pre-intermediate level in English as well as the ability to communicate in English in normal contexts after graduation However, their speaking skills still have many limitations and need much more instruction from their teachers The study aims at exploring teachers’ feedback strategies for the third-year students’ speaking errors at PPC I Three instruments, including questionnaire for teachers and students, semistructured interviews with teachers, and class observations were employed to achieve the purposes of the study The subjects involved in this study were 10 teachers, including females and male, who have at least years experience in teaching English at PPC I and third- year students in three classes They were invited to participate in the survey questionnaire, interviews and class observation Other participants are the 150 students in three classes which were observed during eight speaking lessons Among them, 30 students who received individual feedback and other 45 representative students who received the whole class feedback were asked to evaluate their teachers’ feedback through questionnaire for students It was induced in the study that most teachers of English at PPC I used a variety of feedback strategies towards their students’ speaking errors and the way they applied those strategies was varied As regards the students, they showed a strong need for teachers’ feedback as well as general satisfaction with the feedback they received The findings suggest some suitable and effective ways for teachers in applying feedback strategies to make certain positive changes in their teaching methodology as well as to help students improve their English competence ix CHAPTER 1: INTRODUCTION This chapter presents the rationale of the study, the aims, the research questions, the scope, the methods, the significance, and the structure of the study 1.1 Rationale Theoretically, many researches and journals about language learning and teaching reveal that students’ errors in general and speaking errors in particular are commonly seen in any English class, including such non- native contexts as in Vietnam Numerous researchers in linguistic field have shown their viewpoints about errors in language learning process Dulay, Burt and Krashen (1982, p.138) state that “people cannot learn language without first systematically committing errors” Also, Edge (1989, p.14) points out that learner errors are “learning steps” Similarly, some researchers such as Bartram and Walton (1991), and Widdowson (1990) affirm that errors are evidence of how much learners achieve their goals in the target language From these points, it can be said that language errors play an important role in language learning and in assessing learners’ performance The issue of language errors is closely related to teacher’s feedback in English class because feedback “has the properties of informing, regulating, strengthening, sustaining, and error eliminating” (Han, 2001, p 6) Although students’ speaking errors are inevitable and the feedback for their errors is not required explicitly in any book, it is crucial that students’ speaking errors should be paid attention carefully and seriously by the teachers of English It is believed that teachers’ application of feedback will have certain effects on students’ progress However, it can have both negative and positive effects on students’ learning Consequently, it is worth doing research on teachers’ feedback strategies for students’ speaking errors in order to enhance students’learning success and achievement Practically, numerous studies have been conducted on language errors or written error correction and some on oral correction in classroom environments After all the studies, the application of feedback strategies for speaking errors has still been a controversial issue for many researchers Some reseachers show negative viewpoints on error corrections: Pienemann (1985, p 37) states that “The teachability hypothesis predicts that instruction can only promote language CHAPTER 5: CONCLUSION 5.1 Recapitulation This study makes great use of three main instruments like questionnaire for the teachers and the students, semi-structured interviews with the teachers and class observation because the researcher is aware that all of these intruments are applied to achieve the objectives of the study As doing an action research project, the researcher of the study finds it necessary to get the data both from documents (questionnaires and interviews) and from classroom observation The participants of the study are ten teachers of English at PPC I and students in three classes with characteristics described in detail Each research instrument, data collection and data analysis procedure are fully presented with steps with Appendix A, Appendix B, Appendix C, Appendix D and Appendix E The data from the three instruments are six kinds of errors such as phonological errors, grammatical errors, lexical errors, discourse errors, sociolinguitic errors and strategics errors which then transcribed and analysed quantitatively and qualitatively with comparison and contrast in order to answer the two research questions as satisfactorily and reliably as possible What the teachers showed in their feedback application could be highly evaluated from the students’ perspectives In comparison with the results of the studies mentioned in the literature review, the results of the presents study show some similarities and differences The most noticeable similarity among them is that both the teachers and the students show awareness about the necessity of the feedback for the students’ speaking errors and the students express the need for more error correction Another similarity is that recasts are also a favourble type of feedback in all studies However, while explicit correction was seldom used in the previous studies, it is often employed by the teachers in the current study A further difference among those studies is that this current study makes a deeper and more practical step in exploring students’ attitudes towards teachers’ use of feedback 5.2 Concluding Remarks The objectives of the current study are to explore the teachers’ beliefs and their application of feedback strategies towards students’ speaking errors and to 53 investigate the students’ attitudes towards the teachers’ feedback at PPC I The collection and analysis of quantitative and qualitative data from survey questionnaires participated by ten teachers and the third-year students, and six semi-structured interviews, and eight observed lessons uncovered invaluable findings Based on the results, each of two research questions will be addressed in the following sections In answering the first question about the teachers’ beliefs and their application of feedback strategies, all of three above- mentioned sources of data were made full use of As for teachers’ beliefs about feedback, the data from the questionnaires show that teachers’ deep awareness about the importance of feedback in language teaching and learning Although few teachers show neutral views about teachers’ selection of types of feedback, error corrector and the negative effect of feedback, most of them support flexible options of feedback types and corrector Especially, all teachers suppose that language teachers should consider the effect of feedback for the groups of students or the whole class In terms of teachers’ application of feedback, there are some noticeable differences teachers’ responses in the questionnaires and the data from class observation First, with feedback time, teachers give immediate feedback for individual and the whole class more often in classes than in their responses Besides, no teachers gave individual students feedback at the end of class as some stated in their questionnaires Second, in reference to feedback strategies, there are some noticeable differences between teachers’ viewpoints and practice Whereas teachers supposed that they would apply feedback types that help students selfcorrect, they took advantage of explicit correction and recasts Third, as for the selection of error correctors, while the percentage of teacher-correction stayed the same between teachers’ responses and their class teaching, peer-correction was applied much less than teachers thought Teachers seemed to use teachercorrection and self-correction to save time and give students more chances to speak in the class The second research question was answered to investigate the students’ attitudes towards the teachers’ feedback strategies for individual students and the 54 whole class Generally, most students show general satisfaction with teachers’ feedback and they all express a need to get more feedback for their speaking errors However, it is also demonstrated that those who received individual feedback show more satisfaction than those who received feedback for the whole class 5.3 Pedagogical Implications In the light of the findings analyzed and discussed in the previous chapter, some pedagogical implications could be drawn out from this study Based on specific features of the class and the application of feedback in class, teachers should choose the suitable feedback types so that their feedback process is carried out effectively Teachers, therefore, need “to orchestrate, in accordance with their students’ language abilities and content familiarity, a wide range of feedback types befitting of the instructional context” (Lyster, 2007, p 124) In other words, it is recommended that teachers consider the pros and cons of each type of feedback before using it To illustrate, the overuse of any type of feedback may lead to adverse effects If teachers use too much recasts, students sometimes may not recognize their errors Another case is that if teachers not use explicit correction tactfully, they may be at risk of discouraging students from speaking More seriously, being corrected explicitly too often can make students feel afraid of losing face and losing motivation in learning Besides, it is advisable for teachers to make full use of the feedback type they choose As for recasts- the common feedback type in many teaching environments, teachers need to promote the saliency of recasts to decrease its ambiguity and add to its beneficial value as a common feedback type in English classes In this regard, some researchers have put forward the idea that recasts are likely to be more useful if highlighted by clues so that learners can perceive them as feedback type rather than as a communicative response to what they said (Nicholas, Lightbown, and Spada, 2001; Takahashi, 2007) Another case is that if teachers choose metalinguistic feedback for students’ grammatical errors, they had better employ suggestive questions so that students can correct their own errors or other students can understand the problems to help their friends Moreover, it is 55 suggested that teachers avoid using lengthy and complicated questions and making students more confused about their errors About the selection of error corrector, teachers had better choose the person to give correction flexibly and not overuse teacher-correction When possible, teachers should employ self-correction and peer-correction Self-correction will help students recollect their knowledge and be more active in their learning In addition, peer-correction may have good effects on other students in that teachers can help students get more involved in the learning process There is one suggestion that teachers may combine peer-correction and feedback for the whole class by emphazing peer-correction on the whole class Feedback for the whole class is not necessarily carried out separately because teachers cannot give feedback for the whole class as much as for individual students Another implication is that teachers should consider feedback time because feedback is only one part of teaching process Not only should teachers pay attention to time of giving feedback but they should also arrange time for it reasonably Specifically, teachers avoid interupting and discouraging students’ speech flow when giving feedback to individual students Furthermore, it is necessary that teachers balance between feedback time and teaching time so that students can have as much time to practice and improve themselves through practice Finally, as suggested from the importance of errors, students should be given chances to make errors in speaking class In other words, it is wise that students are set free to practice speaking in class time The more chances students have to challenge themselves, the more likely they are to improve their English speaking ability To so, teachers had better not ask students to make totally correct sentences or repeat exact sentences previously made by teachers It means that making errors should be recognized as a signal of learning and making progress by both teachers and students 5.4 Limitations and Suggestions for Further Studies There are unavoidable limitations of this study Firstly, the typical features of students at PPC I can make the findings of the current study less reliable when 56 being compared with other contexts Moreover, a limited number of classroom observations could not help the results of the study be generalized for the total classes Secondly, this study did not consider teachers’ and students’ variables when feedback strategies were employed in the speaking class The factors of teachers’ age, gender, experience and students’ age, gender, proficiency, anxiety may affect the results of the study to some extent Thirdly, the study only focuses on the teachers’ application of feedback strategies, not their effects on students’ performance after receiving feedback To put it differently, it is impossible for students’ uptake to be evaluated after the study Therefore, the next study about feedback should investigate two points: one is that to what extent teachers’ and students’ variables may affect teachers’ beliefs and application of feedback Another point is that how teachers can evaluate students’ uptake or progress after they receive feedback 57 REFERENCES Allwright, D., & Bailey, K M (1991) Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers Cambridge: Cambridge University Press Ajzan, I (1988) Attitudes, Personality and Behaviour Chicago: Dorsey Press Ancker, W (2000) Errors and Corrective Feedback: Updated Theory and Classroom Practice English Teaching Forum, 38(4), 20-24 Bartram, M., & Walton, R (1991) Correction: A Positive Approach to Language Mistakes England: Language Teaching Publications Borg, S (2003) Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Language Teaching, 36 Briscoe, C., & Wells, E (2002) Reforming Primary Science Assessment Practices: A Case Study of one Teacher's Professional Development Through Action Research Sci Ed, 86, 417-435 Bruton, A., & Samuda, V (1980) Learner and Teacher Roles in the Treatment of Oral Error in Group Work RELC Journal, 11(2), 49-63 Burt, H D (1975) Error Analysis in the Adult EFL Classroom TESOL Quarterly, 9(1), 53-63 Candlin, C (1988) ‘Methods in English Language Teaching’ in International English Language Teaching Prentice Hall, New York Canale, M (1983) From Communicative Competence to Communicative Language Pedagogy In J C Richards and R W Schmidt (eds.) Language and Communication, 2-27 New York: Longman Canale, M., & Swain, M (1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing Applied Linguistics, 1(1), p 1-47 58 Carroll, S., & Swain, M (1993) Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations Studies in Second Language Acquisition, 15, 357-386 Clampitt, S (2001) ENGL4073 Acquisition of English as a Second Language Course Handout: Feedback Inter American University of Puerto Rico Retrieved from: http://ponce.inter.edu/proyecto/in/huma/feedback.html Cohen, A D (1975) Error Correction and the Training of Language Teachers The Modern Language Journal, 59, 414-422 Ellis, R (2009) Corrective Feedback and Teacher Development L2 Journal, (1), Retrieved from http://www.escholarship.org/uc/item/2504d6w3 Ferris, D (1995) Student Reactions to Teacher Response in Multiple draft Composition Classrooms TESOL Quarterly, 29, 33-53 Havranek, G (2002) When is Corrective Feedback most likely to Succeed? International Journal of Educational Research, 37: 255-270 Hendrickson, J (1978) Error Correction in Foreign Language Teaching: Recent Theory, Research, and Practice Modern Language Journal, 62, 387-398 Hymes, D (1972) On Communicative Competence J B Pride and J Holmes, (eds.) Sociolinguistics Harmondsworth, Middlesex: Penguin Education, 269-93 Karahan, F (2007) Language Attitudes of Turkish Students Towards the English Language and its use in Turkish context Journal of Arts and Sciences Say, May, 73-87 Khansir, A, A (2008) Place of Error Analysis in Language Teaching INDIAN LINGUSTICS.69, 195-202 Lalande, J F (1982) Reducing Composition Errors: An Experiment Modern Language Journal, 66(2), 140-149 Lee, I (2008) Understanding Teachers' Written Feedback Practices in Hong Kong Secondary Classrooms [J] Journal of Second Language Writing, 17(2), 69-85 59 Lightbown, P & Spada, N (1990) Focus-on-form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning Studies in Second Language Acquisition, 12, 429-448 Lyster, R., & Ranta, L (1997) Corrective Feedback and Learner uptake: Negotiation of form in Communicative Classrooms Studies in Second Language Acquisition, 19, 37-66 Maicusi, T., Maicusi, P., & Lopez, M J C (2000) The Error in the Second Language Acquisition Encuentro, 11, 168-173 Mettetal, G ( 2001) The What, Why and How of Classroom Action Research Journal of Scholarship of Teaching and Learning (JoSoTL), Volume 2, Number (2001), 6-13 Meyer, L A (1986) Strategies for Correcting Students' Wrong Responses The Elementary School Journal, 87 (2), 227-241 Nicholas, H., Lightbown, P., & Spada, N (2001) Recasts as Feedback to Language Learners Language Learning, 51, 719-758 Numrich, C (1996) On Becoming a Language Teacher : Insights from Diary Studies TESOL Quarterly, 30 (1), 131-153 Phipps, S., & Borg, S (2009) Exploring Tensions between Teachers’ Grammar Teaching Beliefs and Practices System, 37, 380–390 Roberts, M.A (1995) Awareness Correction In R Schmidt (Ed.) and the Efficacy of Error Attention and Awareness in Foreign Language Learning, 163-182 Honolulu, Hawai’i: University of Hawai’i Schegloff, E A., Jefferson, G., & Sacks, H (1977) The Preference for selfCorrection in the Organization of Repair in Conversation Language, 53(2), 361382 Schulz, R A (2001) Cultural Differences in Student and Teacher Perceptions Concerning the role of Grammar Instruction and Corrective Feedback: USA-Columbia Modern Language Journal, 85, 244-258 Starks, D., & Paltridge, B (1996) A Note on using Sociolinguistic Methods to Study Nonnative Attitudes towards English World Englishes 15 (2), 217-224 60 Tabachnick, B.R & Zeichner, K.M (1999) Idea and Action: Action Research and the Development of Conceptual Change Teaching of Science Science Education, 83 (3), 309-322 Tomasello, M., & Herron, C (1989) Feedback for Language Transfer Errors: The Garden Path Technique Studies in Second Language Acquisition, 11, 385 - 395 61 APPENDIX A QUESTIONNAIRES FOR THE TEACHERS The purpose of this survey is to collect information about the feedback strategies for students’ speaking errors used by teachers of English at People’s Police College I The responses in the three parts are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the teachers Part I: Please complete the questions that correspond with your current situation Age : _years old Gender Male Female How long have you been teaching English? years Part II: Below are some beliefs that teachers have in feedback towards students’ speaking errors Put a tick (√) against each statement to indicate how much you agree with the statements = strongly disagree 2= disagree 3= neutral 4= agree 5= strongly agree Statement Students’ spoken errors should be treated All of students’ spoken errors should be corrected Teachers are not the only one who gives correction Teachers can use more than one of feedback type towards each speaking error type In speaking lesson, teachers’ feedback may discourage students from learning When giving feedback, teachers should consider its effect on groups of students or the whole class rather than the one has errors Part III: Please indicate your opinion about students’ speaking errors and feedback strategies by circling your choice(s) (You can have more than one choice) What are the most frequent speaking errors made by students at PPC I? A Phonological errors (stress, intonation, lack of ending sounds, misused sounds, extra –s sounds, ) B Lexical errors (incorrect use of words, prefixes, suffixes, ) C Grammatical errors (tense, mood, sentence structures, ) D Discourse errors (cohesion, coherence, style, ) I E Sociolinguistic errors F Strategic errors G Others (please specify): Which types of individual students’ speaking errors you often correct? A Phonological errors B Grammatical errors C Lexical errors D Discourse errors E Sociolinguistic errors F Strategic errors Others (please specify): Which types of speaking errors you often give feedback for the whole class? A Phonological errors B Grammatical errors C Lexical errors D Discourse errors E Sociolinguistic errors F Strategic errors Others (please specify): …………………………………………………………………………………… 10 Which characteristics of speaking errors you base on to give feedback? A Errors hindering communication B Errors of high frequency C Errors related to the aims of lesson D Errors relevant to students’ levels Others (please specify): ……………………………………………………………………………………… 11 How often you correct individual students’ speaking errors in your class? A Always (100%) B Usually (80%) C Sometimes (50%) D Occasionally (20%) E Never (0%) 12 How often you give feedback for the whole class? A Always (100%) B Usually (80%) C Sometimes (50%) D Occasionally (20%) E Never (0%) 13 When you give feedback for individual students’ speaking errors? Put a tick (√) against the time the teacher uses feedback for each type of error Immediately After Ss finish After the At the end of speaking activities class Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): II 14 When you give feedback for the whole class? Put a tick (√) against the time the teacher uses feedback for each type of error Immediately After Ss finish After the At the end of speaking activities class Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): 15 Which type(s) of feedback you use? Put a tick (√) against the type of feedback the teacher uses Explicit Recasts Clarification Metalinguistic Elicitation Repetition correction requests feedback Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): 16 Who gives correction for students’ speaking errors in your class? Put a tick (√) against the type of feedback the teacher uses Teacher-correction Peer-correction Self-correction Phonological errors Grammatical errors Lexical errors Discourse errors Sociolinguistic errors Strategic errors Others (please specify): Thank you very much for your cooperation! III APPENDIX B QUESTIONNAIRES FOR THE STUDENTS RECEIVING INDIVIDUAL FEEDBACK The purpose of this survey is to collect information about students’ attitudes towards teachers use of feedback strategies for students’ English speaking at People’s Police College I The responses are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the students Please rank your satisfaction in levels You are generally happy with the type of feedback the teacher used A Totally wrong B Wrong C Neutral D Exact E Totally exact It is necessary for the teacher to give feedback for your speaking errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback type that the teacher used for you was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were varied A Totally wrong B Wrong C Neutral D Exact E Totally exact The amount of feedback the teacher used for you was sufficient A Totally wrong B Wrong C Neutral D Exact E Totally exact You want to receive more feedback for your speaking errors from teacher A Totally wrong B Wrong C Neutral D Exact E Totally exact You gain knowlegde from teacher’s feedback for your errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types used by the teacher are helpful for you enhance your gap in knowledge A Totally wrong B Wrong C Neutral D Exact E Totally exact The time when the teacher gave you feedback was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact 10 The time when the teacher gave you feedback did not discourage your speaking A Totally wrong B Wrong C Neutral D Exact E Totally exact Your own ideas about the teacher’s feedback: IV APPENDIX C QUESTIONNAIRES FOR THE STUDENTS RECEIVING THE WHOLE CLASS FEEDBACK The purpose of this survey is to collect information about students’ attitudes towards teachers use of feedback strategies for students’ English speaking at People’s Police College I The responses are used for study purposes only There are no right or wrong answers, therefore all the questions are expected to be answered truthfully by the students Please rank your satisfaction in levels You are generally happy with the feedback the teacher used for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact It is necessary for the teacher to give feedback for speaking errors for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types that the teacher used were varied A Totally wrong B Wrong C Neutral D Exact E Totally exact The amount of feedback the teacher used for the whole class was sufficient A Totally wrong B Wrong C Neutral D Exact E Totally exact You want the teacher to give more feedback for the whole class A Totally wrong B Wrong C Neutral D Exact E Totally exact You gain knowlegde from teacher’s feedback for other students’ errors A Totally wrong B Wrong C Neutral D Exact E Totally exact The feedback types used by the teacher are helpful for you enhance your gap in knowledge A Totally wrong B Wrong C Neutral D Exact E Totally exact The time when the teacher gave feedback for the whole class was appropriate A Totally wrong B Wrong C Neutral D Exact E Totally exact 10 The time when the teacher gave feedback did not dicourage students’ speaking A Totally wrong B Wrong C Neutral D Exact E Totally exact Your own ideas about the teacher’s feedback: V APPENDIX D SEMI-STRUCTURED INTERVIEWS WITH THE TEACHERS What are the most frequent speaking errors made by third-year students in your class? Which type is the most popular? Can you give examples? In your opinion, how important is giving feedback to students’ speaking errors? Why? How often you give feedback for your students’ speaking errors (for individual students and for the whole class)? Are there any differences between the frequencies of individual feedback and feedback for the whole class? How can you give feedback for the whole class more often and effectively? Which types of speaking errors you often correct? Can you give examples? What characteristis of errors you base on to give feedback? Can you give examples? When you give feedback for each type of students’ speaking errors? Can you give examples? Which type(s) of feedback you often use for students’ speaking errors? Do you apply a certain feedback type for a specific type of error? Who gives correction for students’ speaking errors in your class? VI ... importance of teachers’ feedback for students’ errors in their learning success and achievement The second impetus is the existing controversies regarding the effects of feedback among reseachers The. .. suitable for the research purposes 2.2.2 The Role of Errors in SLA Language learning, like any kind of human learning, involves committing errors In the process of learning, the learner of English... properties of informing, regulating, strengthening, sustaining, and error eliminating” (Han, 2001, p 6) Although students’ speaking errors are inevitable and the feedback for their errors is not required