TAY NGUYEN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES STUDIES

-------------------

ASSIGNMENT OF THE GRADUATION

A STUDY ON LEARNERS' ATTITUDES TOWARDS TEACHERS'
FEEDBACK ON THEIR WRITING IN A 10TH GRADE ENGLISH CLASS IN
TRAN DAI NGHIA HIGH SCHOOL

Supervisor’s name : Mrs. Nguyen Thi Kim Phuong

Student’s name : Le Thi Huyen Tram
Student’s code : 20701124
Class : English Pedagogy K20B

Daklak, April, 2024

 ACKNOWLEDGEMENTS

I would like to express my profound gratitude to my supervisor, Ms. Nguyen Thi

Kim Phuong, M.A, lecturer at the Faculty of Foreign Language Studies, Tay Nguyen
University. In the development and completion of the assignment, I have received a lot
of priceless advice, corrections as well as criticisms immeasurable supports from my
supervisor.
I would wish to thank all the teachers of Foreign Language Studies at Tay
Nguyen University for spirit supports.
I would like to express my deep gratitude to the 50 students in grade 10 of Tran
Dai Nghia High School for their help and participation in the research.
My thanks are for my family and my friends who support and encourage me
during the time I did the research.
Without such enthusiastic help, I could hardly complete my assignment.
Dak Lak, April 26th , 2024
Student

Le Thi Huyen Tram

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 TABLE OF CONTENTS

ACKNOWLEDGEMENTS...........................................................................................i
TABLE OF CONTENTS..............................................................................................ii
LIST OF TABLES.......................................................................................................iv
CHAPTER 1 INTRODUCTION.................................................................................1
1.1 Statement of the problem...................................................................................1
1.2. Objectives of the study......................................................................................1
1.3. Significance of the study...................................................................................1
CHAPTER 2 LITERATURE REVIEW.....................................................................3
2.1 Teachers’ feedback............................................................................................3
2.1.1 Definition.........................................................................................................3
2.1.2 The Importance of Feedback...........................................................................4
2.1.4 Modalities of Feedback...................................................................................5
2.1.5 Timing of Feedback.........................................................................................6
2.2 Learners’ attitudes..............................................................................................7
2.2.1 Definition.........................................................................................................7
2.2.2 Learners' desire to receives feedback..............................................................7
2.2.3 The impact of feedback on learners' writing...................................................9
CHAPTER 3: METHODOLOGY.............................................................................12
3.1. Subjects of the study............................................................................................12
3.2. Scope of the study...........................................................................................12
3.3. Research questions..........................................................................................12
3.4. Research method.............................................................................................12
CHAPTER 4 DISCUSSION FINDINGS..................................................................14
4.1 Teachers’ feedback on students' writing..........................................................14
4.1.1 The frequency of teachers’ feedback on students' writing............................14
4.1.2 The type of feedback students typically receive on their writing..................15
4.1.4 Timing of students writing feedback.............................................................17
4.2 Attitudes towards feedback..............................................................................18
4.2.1: Students' feelings when receiving feedback.................................................18
2.2.2. The impact of feedback on learners' writing...............................................20

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 2.2.3 Students’ preference on receiving feedback..................................................22
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS............................27
5.1. Conclusions.....................................................................................................27
5.2. Recommendations..........................................................................................29
APPENDIX..................................................................................................................34

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 LIST OF TABLES

Table 1: The frequency of teachers’ feedback on students' writing.......................14

Table 2: The type of feedback students typically receive on their writing..............15

Table 3: The means that Teacher’s give feedback on students’ writing..................16

Table 4: Timing of students writing feedback.........................................................17

Table 5: Students' feelings when receiving feedback..............................................18

Table 6: Impact of Feedback on Writing Improvement..........................................20

Table 7: Impact of Feedback on Writing Revision Motivation 21

Table 8: Students' preferences for feedback delivery methods................................22

Table 9: Students’ Preferences for Receiving Writing Feedback............................23

Table 10: Students’ Preferences for Feedback Content...........................................24

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 CHAPTER 1 INTRODUCTION

1.1 Statement of the problem.

Writing, a critical skill for academic and personal success, thrives on a dynamic
interplay between students effort and effective feedback (Hattie & Timperley, 2007).In
addition to teacher instructions, providing feedback to students will be of great benefit.

Effective feedback, characterized by clarity, specificity, and actionable steps,

can be a potent catalyst for writing development. It fosters self-efficacy, ignites
motivation, and ultimately, empowers students to navigate the complexities of written
communication (Black & Wiliam, 1998; Hattie & Timperley, 2007). Yet, the impact of
feedback is not unidirectional; learner attitude significantly influences its effectiveness
(Andrade & Crandall, 2010; Ferris & Roberts, 2006). A student who views feedback
as a source of support and guidance will likely engage with it wholeheartedly, while
one who perceives it as criticism might be less receptive, hindering the potential for
growth.

While research on writing feedback is abundant, it often focuses on specific

strategies, teacher practices, or student outcomes. A critical gap exists in
understanding how learners' own attitudes interact with these elements within the
specific context of a high school English classroom.

For the above reasons, the researcher carries out the “a study on learners'
attitudes towards teachers' feedback on their writing by 10th grade ENGLISH
students at Tran Dai Nghia high school”

1.2. Objectives of the study

This study is aimed:

- To find out the teachers’ feedback on students’ writing

- To explore learners' attitudes towards teachers' feeback on their writing.

1.3. Significance of the study

The purpose of this study is mainly to find out the EFL learners’ attitude
towards writing corrective feedback. Contributes to the theory of feeback and provides

5
information for developing effective teaching. Its findings promise practical benefits
for educators who can use it to teach more effectively.

6
 CHAPTER 2 LITERATURE REVIEW

2.1 Teachers’ feedback

2.1.1 Definition.

In the context of education, feedback is the focused information that an instructor

provides in response to a students’ performance with respect to particular learning
objectives (Feedback, Education Endowment Foundation, 2023). This information
includes a larger range of components and goes beyond just identifying faults.
Descriptive feedback is effective because it gives students a clear picture of their
strengths and concerns in the specific skill or knowledge area that is being addressed
(Sadler, 2010). It is also practical, giving students concrete recommendations and
methods to close the performance gap between what they are now doing and what is
expected of them. Feedback can be given orally, in the form of explanations or written
remarks, or even by gestural cues.

Formative and summative feedback are the two primary types that are pertinent
to this investigation. Formative feedback is included into the learning process at every
stage, often in the form of progress checks or draft assignments. According to the
University of South Carolina's Center for Teaching Excellence, it is meant to act as a
compass, helping students in learning how to self-regulate and improve their work in
order to meet the learning objectives. Conversely, summative feedback is usually
given at the end of a unit or following the final assignment. It evaluates the total
mastery of the learning objectives by the learner and frequently results in a grade
(Department of Education and Training Victoria).

- When it comes to writing instruction, instructor feedback can touch on a

number of different areas of a student's work, such as:

- Grammar and mechanics: This includes things like sentences form, appropriate
punctuation use, and subject-verb agreement.

- Vocabulary: Feedback can point out words that are utilized effectively, offer
substitutes or more accurate word choices, and point out terms that are abused.

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 - Clarity and organization: Teachers may comment on the writing piece's general
structure, paragraph coherence, and logical flow of ideas.

- Content: The emphasis of this kind of feedback is on the thoroughness and

accuracy of the data supplied, as well as the student's capacity for strong
argumentation.

2.1.2 The Importance of Feedback

Feedback is an essential tool for directing students' learning and growth in the
educational setting. When a teacher responds to a student's performance in connection
to particular learning objectives, they provide tailored information (Feedback,
Education Endowment Foundation, 2023). This data includes a wider range of
components and goes beyond simple error identification. Descriptive feedback is
effective because it gives students a clear picture of their strengths and concerns in the
specific skill or knowledge area that is being addressed (Sadler, 2010). It is also
practical, giving students concrete recommendations and methods to close the
performance gap between what they are now doing and what is expected of them.
Feedback can be given orally, in the form of explanations or written remarks, or even
by gestural cues.

The significance of feedback originates from its diverse influence on the process
of learning. It helps students become more self-aware by highlighting their strengths
and opportunities for development. Students who possess this understanding are more
equipped to take charge of their education and focus their efforts on improvement.
Furthermore, good feedback encourages students to reflect on their learning methods,
mental processes, and areas in need of development. This is known as metacognition.
Self-reflection encourages a more autonomous and critical attitude to education.
Additionally, thoughtfully crafted feedback can raise students' interest and motivation
levels. Feedback that is interpreted as helpful and practical might motivate people to
make improvements and put in more effort during the learning process. On the other
hand, vague or unfavorable feedback might engender feelings of inadequacy or
dissatisfaction, which may hinder motivation and engagement.

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 When it comes to writing instruction, instructor feedback is especially crucial for
fostering students' growth as writers. Teachers can use it to help students with things
like organization, clarity, word usage, grammar, mechanics, and content development.
Through the provision of precise and useful criticism, educators may enable students
to hone their writing abilities and find their own voices.

2.1.3 Types of feedback

Giving students insightful feedback on their work is essential for encouraging

development and enhancement of writing abilities (Hattie & Timperley, 2007).
Educators hold a crucial position in offering constructive, insightful, and actionable
feedback. This essay examines several forms of instructor feedback on students'
writing, emphasizing its qualities and their effects on the learning process.

- Corrective Feedback: The goal of corrective feedback is to find and fix flaws in
student work, such as misspellings, grammar faults, or content inaccuracies (Ellis,
2008). By assisting students in identifying and fixing their errors, this kind of feedback
hopes to raise the caliber of their writing.

- Directive Feedback: Specific guidelines or recommendations for student writing

development are provided via directive feedback (Ferris & Hedgcock, 2005). It might
contain suggestions for rewording statements, creating arguments, or adding proof to
back up assertions. Students who receive directive feedback are guided to make
specific improvements or adjustments to their writing.

- Evaluative Feedback: According to Hyland & Hyland (2001), evaluative

feedback provides opinions or evaluations about the general caliber of student work. It
could contain critiques of the writing's advantages and disadvantages as well as
recommendations for improvement. Students can learn how their writing is viewed by
others and receive suggestions on areas for improvement from evaluative feedback.

- Descriptive Feedback: According to Hattie and Timperley (2007), descriptive

feedback identifies particular elements of students' writing and points out both their
strong points and opportunities for development. It focuses on giving students
thorough critiques and explanations to assist them learn how to effectively improve
their writing abilities.
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2.1.4 Modalities of Feedback
In addition to the diverse categories of feedback that were previously examined,
the mode of delivery of feedback also holds substantial importance in the educational
process for students. In this section, we explore three common modes of teacher
feedback: verbal, written, and audio feedback.

- Verbal feedback, which incorporates spoken communication between teacher

and student, is the most straightforward and popular method. Praise, cues,
clarifications, and direction given in class, one-on-one meetings, or peer review
sessions are all included (Shuell, 1988). Verbal feedback has a number of benefits. It
enables students to get prompt answers to any queries or confusion they may have
(Bangert-Drowns et al., 2002). Furthermore, the feedback can be made more impactful
and tailored to the student by using body language and tone (Wiliam & Burden, 2003).
However, verbal criticism can be ephemeral and difficult for pupils to remember,
particularly if it is lengthy or complex.

- Written feedback: According to Sadler (2008), written feedback gives students

a more enduring record that they may review and consider. You can provide this kind
of feedback by making remarks on tasks, essays, journals, or rubrics. Teachers can
offer more specific and in-depth criticism in areas that might need development when
they provide written feedback (Bangert-Drowns et al., 2002). Though unlike vocal
feedback, written feedback may take longer to offer and may not be as immediate
(Nicol & Topping, 2009).

- Audio feedback: An uncommon approach entails the teacher providing voice

notes or recorded remarks. Students who learn best through aural means may find this
medium very beneficial (Weaver, 2008). Furthermore, students can listen to remarks
again with audio feedback, which improves their comprehension and recall (Chapelle,
2006). However, there might be obstacles to the broad adoption of audio feedback due
to time and technical constraints (Ferris, 2017).

2.1.5 Timing of Feedback

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 The timing of feedback transmission is another important component that
influences its effectiveness. Here, we look at the advantages and disadvantages of
instant and delayed feedback.

- Immediate Feedback: Students receive immediate feedback following their

performance or submission. This method enables students to correct mistakes or
misunderstandings while the activity or subject is still fresh in their thoughts (Wiliam
& Black, 1989). According to research, providing students with instant feedback might
boost their motivation and engagement. However, giving timely feedback can be time-
consuming for teachers, particularly in big courses (McLeod, 2019). Furthermore,
depending on the activity or assessment's complexity, quick feedback may not always
be practicable.

- Delayed Feedback: Delayed feedback is feedback offered after a significant

period of time, typically after grading assignments or tests. While delayed feedback
may not be as prompt as instant feedback, it allows teachers to provide more complete
and in-depth analysis (Hyland and Hyland, 2006). This can be especially useful for
complex jobs that require thorough examination. However, delayed feedback may be
less useful in resolving immediate knowledge gaps or correcting misunderstandings
(Bangert-Drowns et al., 2002).

2.2 Learners’ attitudes

2.2.1 Definition
Learner attitudes are the feelings, beliefs, and behaviors that students have
toward their learning experiences (McLeod, S. R., 2019). These attitudes represent a
wide range of perspectives, from enthusiasm and motivation to fear and
disengagement. Learners' attitudes have a substantial impact on academic performance
and learning outcomes. Students with positive attitudes are more interested, persistent,
and willing to put forth effort in their studies (Nicol, D. J., & Topping, D. W., 2009).
In contrast, students with negative attitudes may lack motivation, suffer with self-
regulation, and be more vulnerable to academic challenges.

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2.2.2 Learners' desire to receive feedback.
Effective feedback is fundamental in nurturing writing proficiency among
learners. However, students exhibit diverse preferences when it comes to receiving
feedback from their teachers. This study endeavors to categorize learners based on
their preferences for feedback modalities, timing, and content. By delineating these
preferences, educators can adeptly address the heterogeneous needs of their students,
thereby fostering amplified writing competence. Many feedbacks that students desire,
such as:

a. Modalities of Feedback

- Verbal Feedback: Some students appreciate the immediate nature and

interactive quality of verbal feedback provided during class discussions, one-on-one
meetings, or peer review sessions (Shuell, 1988). The ability to ask clarifying
questions and receive real-time explanations can be appealing to students who prefer
this modality (Wiliam & Burden, 2003). However, the fleeting nature of verbal
feedback can pose a challenge for some students who might struggle to retain the
information (Shuell, 1988).

- Written Feedback: Written feedback offers students a permanent record they

can revisit and reflect upon (Sadler, 2010). This can be particularly beneficial for
students who learn best through visual cues or who require repeated exposure to the
feedback to fully grasp it (Bangert-Drowns et al., 2002). Additionally, written
feedback allows teachers to provide more detailed and specific critiques compared to
verbal feedback (Bangert-Drowns et al., 2002). However, students who prefer
immediate clarification might find written feedback less desirable due to its delayed
nature (Nicol & Topping, 2009).

- Audio Feedback: For auditory learners, audio feedback delivered through voice
notes or recorded comments can be a valuable modality (Weaver, 2008). The ability to
listen to the feedback repeatedly can enhance comprehension and retention (Chapelle,
2006). However, the adoption of audio feedback might be hindered by time constraints
for teachers and the need for additional technological resources (Ferris, 2017).

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b. Timing of Feedback

- Immediate Feedback: For some learners, immediate feedback holds paramount

importance. They prefer receiving feedback promptly after completing a writing task,
as it aids in addressing issues while the content remains fresh in their minds.

- Delayed Feedback: In contrast, certain learners favor delayed feedback,

preferring time for independent reflection and initial revisions before receiving
feedback. They perceive delayed feedback as complementing their self-assessment
efforts and promoting autonomy in learning.

c. Content of Feedback

- Corrective Feedback: A cohort of learners prioritizes corrective feedback,

emphasizing the rectification of grammatical errors, sentence structure, and other
mechanical aspects of writing.

- Directive Feedback: Others lean towards directive feedback, which offers

specific suggestions for enhancing content, organization, and argumentation within
their writing.

- Appreciative Feedback: An additional subset of learners derives value from

appreciative feedback, which accentuates strengths and positive elements in their
writing, fostering confidence and motivation (Winn & Snyder, 2002). This type of
feedback acknowledges what learners are doing well, promoting a growth mindset and
encouraging them to continue developing their writing skills.

- Evaluative Feedback: Some students find it helpful to receive evaluative

feedback, which evaluates their writing in general in comparison to predetermined
standards or rubrics (Sadler, 2010). This kind of feedback gives students a
comprehensive awareness of their strengths and shortcomings, enabling them to assess
their progress and pinpoint areas in which they need to improve.

2.2.3 The impact of feedback on learners' writing

a. Learners' feelings when receiving feedback from English teachers

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 Feedback from English teachers can evoke a range of emotions in learners,
impacting their receptiveness and willingness to engage with the feedback. Here's a
closer look at some common emotional responses:

- Excited and Motivated to Make Improvements: Many students experience

positive emotions, such as excitement and motivation, when receiving feedback from
their teachers. This enthusiasm stems from a desire to improve their writing skills.
Clear, actionable feedback that identifies strengths and provides specific suggestions is
particularly helpful in fostering this positive response (Wiliam & Burden, 2003).
Students who perceive feedback as a valuable tool for growth are likely to feel
motivated to implement the suggestions and refine their writing (Nicol & Topping,
2009).

- Open to Feedback but Sometimes Nervous: Some learners might approach

feedback with an open mind but also experience occasional nervousness. This could be
due to a fear of being judged harshly or a lack of confidence in their writing abilities
(Hyland & Hyland, 2006). However, these students are typically receptive to feedback
and willing to put in the effort to improve. Creating a supportive and encouraging
classroom environment can help alleviate anxiety and foster a more positive attitude
towards feedback (Shuell, 1988).

- Indifferent, feedback doesn't impact me much: A smaller portion of learners

might exhibit indifference towards feedback. This could be due to a lack of
understanding of the feedback's purpose or a general disengagement with the learning
process (McLeod, S. R., 2019). Engaging these students in discussions about the
importance of feedback and its role in enhancing their writing skills can be beneficial.
Additionally, exploring different feedback modalities (e.g., peer review, self-
assessment) might help them find a format that resonates with them (Weaver, 2008).

- Anxious or defensive, I don't like receiving feedback: For some learners,

feedback can trigger negative emotions like anxiety or defensiveness. This negativity
might stem from past experiences with harsh or unhelpful feedback, or a general fear
of failure (Bangert-Drowns et al., 2002). It's crucial for teachers to be sensitive to
these learners and create a safe space for open communication. Providing positive

14
feedback alongside constructive criticism, and focusing on specific areas for
improvement rather than personal attacks, can help these students develop a more
positive relationship with feedback (Winn & Snyder, 2002).

b. Learners' belief in the effectiveness of feedback for writing improvement.

Students have differing opinions about how useful feedback is for helping them
become better writers. This section examines various views, which range from
skepticism to enthusiastic endorsement:

- Strongly Agree: These learners view feedback as an indispensable tool for

development. Clear and actionable feedback that identifies strengths and weaknesses
empowers them to target specific areas for improvement (Wiliam & Burden, 2003).
This targeted approach fosters a deeper understanding of their writing abilities (Nicol
& Topping, 2009). Moreover, effective feedback enhances learning and retention
(Bangert-Drowns et al., 2002), allowing them to internalize knowledge and apply it to
future writing tasks. Additionally, feedback cultivates metacognitive skills, teaching
them to self-regulate and become more strategic writers (William & Black, 1989).
Ultimately, this positive cycle of feedback and improvement leads to increased
motivation and engagement with the writing process (Nicol & Topping, 2009).

- Agree: These learners acknowledge feedback's value but might require

additional support, such as multiple rounds or opportunities to practice applying the
feedback (e.g., Nicol & Topping, 2009).

- Neutral: This group lacks understanding of how to utilize feedback effectively

or has had past negative experiences (McLeod, S. R., 2019). They might benefit from
instruction on using feedback strategies and opportunities to practice in a supportive
environment.

- Disagree: These learners might perceive feedback as criticism, not

improvement, often due to past experiences with harsh or unclear feedback (Hyland &
Hyland, 2006). Creating a safe and supportive classroom environment is crucial for
addressing these perceptions.

- Strongly Disagree: This group may distrust feedback or be disengaged,

potentially due to fear of failure or lack of trust in the teacher's ability to provide
15
helpful feedback (Bangert-Drowns et al., 2002). Building rapport and demonstrating
the value of feedback through practical examples can be beneficial.

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 CHAPTER 3: METHODOLOGY

3.1. Subjects of the study

Participants include 50 (N=50) students studying in grade 10 at Tran Dai Nghia

high school. The research participants' ages range from 16 to 17 with an average of 5
years of learning English as a foreign language.

3.2. Scope of the study

This study focuses on EFL learners' attitudes toward feedback on their writing
for 10th grade students at Tran Dai Nghia High School.

3.3. Research questions

The aims of the study are to answer the following questions:

1. What feedbacks do teachers of English give on their students’ writing?

2. What are the learner's attitudes toward the teacher's feedback on their writing?

3.4. Research method

The questionnaire was chosen as a means in this study. There are some reasons
for the researcher to decide to use it as a data collection instrument.

Questionnaires offer a cost-effective and efficient method for gathering data

from a large sample size (Nunan, 1996). Administration involves minimal resources,
allowing researchers to collect data from a representative group of students
simultaneously. This efficiency is particularly advantageous when compared to
alternative methods like individual interviews, which would be significantly more
time-consuming for a similar sample size.

Questionnaires can promote anonymity, potentially leading to more honest and

unbiased responses (De Vaus, 2002). Students may feel less apprehensive about
expressing their true opinions on sensitive topics like teacher feedback when their
identities remain anonymous. This can contribute to the collection of more accurate
data reflecting students' genuine attitudes towards the feedback they receive.

Questionnaires provide flexibility for participants (Rea & Parker, 2012). Students
can complete the questionnaire at their own pace and convenience, potentially leading
17
to a higher participation rate compared to methods requiring them to be present at a
specific time and location. This flexibility is particularly important when considering
the demands on students' schedules within the school environment.

The questionnaire is delivered to 50 students studying in grade 10 at Tran Dai

Nghia high school during break time. These students were given general knowledge of
the study’s objectives and guided to do the questionnaire.

The respondents are asked to tick the response that best corresponds to their
viewpoints on their answers. All the questions are about the perception of the students.
At the end of the stage, all copies were gathered.

Quantitative Data Analysis: Survey-derived quantitative data will be statistically

assessed to ascertain students' attitudes and perceptions

The survey questionnaire contains two parts:

Part 1: Teachers’ feedback on students' writing

Part 2: Students’ attitudes towards feedback

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 CHAPTER 4 DISCUSSION FINDINGS

The outcomes of the data gathered from questionnaires are reported in this
chapter. It aims to provide responses to the research questions posed in the preceding
section. The detailed results of the questionnaire are shown below. There are two
sections in this chapter:

(1) Teachers’ feedback on students’ writing

(2) Students’ attitudes towards feedback

4.1 Teachers’ feedback on students' writing

4.1.1 The frequency of teachers’ feedback on students' writing

Feedback from teachers is crucial for students striving to improve their writing
skills. The frequency of feedback reported by students from their English teachers is
detailed in Table 1 below, both in terms of numbers and percentages.

Question Answer Students’ responses

How often do Number Percentage

your English A. Always 3 6%
teachers provide
B. Often 31 62%
feedback on your
writing? C. Sometimes 15 30%

D. Seldom 1 2%

F. Never 0 0

Table 1: The frequency of teachers’ feedback on students' writing

The statistical data illustrates that the vast majority of students, nearly 98% of
them, receive feedback on their work from their English teachers, as depicted in Table
1. Specifically, 62% of students report receiving feedback frequently, indicating
teachers' ongoing involvement in assigning and reviewing assignments. Furthermore,
thirty percent of students report receiving feedback occasionally, underscoring the
necessity of regular evaluations to aid students in their development as writers. While

19
 a small percentage, 6% of students consistently receive feedback from teachers,
signifying an ongoing and comprehensive review process. Finally, just 2% of students
stated they receive feedback infrequently, with none reporting never receiving
feedback. This comprehensive feedback distribution underscores how English teachers
actively foster students' writing abilities.

4.1.2 The type of feedback students typically receives on their writing

Options

Always Often Sometime Seldo Never

s m

Number 2 22 15 6 0
Number 1 (Student)
Percentage (%) 4% 44% 30% 12% 0%

Number 0 11 8 6 25
Number 2 (Student)
Percentage (%) 0% 22% 16% 12% 50%

Number 3 22 18 7 0
Number 3 (Student)
Percentage (%) 6% 44% 36% 14% 0%

Number 1 1 2 7 39
Number 4
(Student)

Percentage (%) 2% 2% 4% 14% 78%

Table 2: The type of feedback students typically receives on their writing

The data unveils a multifaceted approach to feedback employed by teachers. A

significant proportion of students (44%) consistently receive corrective feedback,
emphasizing a focus on rectifying grammatical and mechanical errors. This highlights
the importance of foundational writing skills. Notably, a similar percentage (44%) also
reports receiving evaluative feedback often, indicating a well-rounded approach that
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 balances error correction with broader assessments of students' strengths and
weaknesses.

Intriguingly, directive feedback seems less frequent, with only 22% reporting
receiving it often. This suggests that teachers might prioritize identifying and
correcting errors, along with providing general evaluations, rather than offering
specific suggestions for improvement in every instance. This warrants further
investigation into the potential benefits or drawbacks of this approach.

The table also reveals a potential area for improvement regarding descriptive
feedback. With only a minimal percentage receiving it consistently, teachers might be
prioritizing other forms of feedback initially. This finding underscores the need for
exploring strategies to enhance the use of descriptive feedback, which can provide
students with targeted guidance on specific aspects of their writing that require
development.

4.1.3: The means that Teacher’s give feedback on students’ writing.

Options

Always Often Sometime Seldo Never

s m

Number 1 Number 15 28 5 2 0
(Student)

Percentage (%) 30% 56% 10% 4% 0%

Number 6 18 6 19 11
Number 2 (Student)
Percentage (%) 12% 36% 12% 38% 22%

Number 0 0 0 0 50
Number 3 (Student)
Percentage (%) 0% 0% 0% 0% 100%

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 Table 3: The means that Teacher’s give feedback on students’ writing.

The data in Table 3 reveals a multifaceted approach to feedback delivery,

encompassing a combination of methods that cater to different learning styles and
preferences.

Written comments on assignments emerge as the most prevalent method, with

30% of students reporting receiving feedback in this way "Always." This finding
underscores the enduring value teachers place on providing detailed, written analysis
tailored to each student's work. Written comments allow teachers to identify areas for
improvement, offer constructive suggestions, and guide students' writing development.

Verbal feedback during class or individual sessions emerges as a strong second

method, with nearly half (46%) of students indicating they receive it "Often." This
suggests teachers value real-time interaction for clarification and ongoing feedback
throughout the writing process. Verbal feedback facilitates immediate responses to
student questions, encourages active participation, and promotes a dynamic learning
environment.

Audio recordings with feedback are the least common method, with all students
(100%) reporting never receiving feedback through this approach. This might be due
to various factors, such as time constraints, student preferences, or the nature of the
feedback being provided. Further exploration of the potential benefits and drawbacks
of audio recordings could be warranted in specific educational

4.1.4 Timing of student writing feedback

Options

Always Often Sometime Seldo Never

s m

Number 2 4 2 5 37
Number 1 (Student)
Percentage (%) 4% 8% 4% 10% 74%

Number 2 Number 15 22 11 4 2

22
 (Student)

Percentage (%) 30% 44% 22% 8% 4%

Table 4: Timing of student writing feedback

The data in Table 4 reveals that most students (70%) receive feedback after some
delay, rather than immediately after completing their writing assignments. Here's a
closer look at the findings.

Delayed Feedback: The most prevalent category is delayed feedback, with 54

students (70%) reporting they receive feedback "Always," "Often," or "Sometimes" in
this manner. This suggests that teachers might provide written comments on
assignments after grading them, or offer feedback during class discussions or
individual conferences held after the writing is completed.

Immediate Feedback: Immediate feedback, provided directly after students

finish writing, is less frequent. Only 6 students (10%) reported receiving feedback
"Always" or "Often" immediately. This could be due to various reasons, such as the
time required for teachers to provide in-depth feedback or a preference for more
considered evaluation after reviewing all assignments.

4.2 Attitudes towards feedback

4.2.1: Students' feelings when receiving feedback

Feedback is a fundamental aspect of learning and growth, shaping students'
perceptions and attitudes towards their academic progress. This section investigates
students' feelings when receiving feedback, examining various emotional responses
and their frequency.

Options

Always Often Sometime Seldo Never

s m

23
 Number 2 8 15 19 6
Number 1 (Student)
Percentage (%) 4% 16% 30% 38% 12%

Number 4 11 22 6 7
Number 2 (Student)
Percentage (%) 8% 22% 44% 12% 14%

Number 0 3 10 18 19
Number 3 (Student)
Percentage (%) 0% 6% 20% 36% 38%

Number 0 0 19 10 21
Number 4 (Student)
Percentage (%) 0% 0% 38% 20% 42%

Table 5: Students' feelings when receiving feedback

This table provides insights into students' diverse emotional responses towards
feedback.

Excited and Motivated to Make Improvements: A notable proportion of students

(38%) report feeling excited and motivated to make improvements when receiving
feedback, indicating a positive attitude towards constructive criticism. Additionally,
16% often feel this way, suggesting consistent engagement with feedback for personal
development.

Open to Feedback but Sometimes Nervous: A significant majority (44%) of

students’ express openness to feedback but admit to feeling nervous at times. This
ambivalence is further evidenced by the 22% who often feel this way, highlighting the
complexity of students' emotional responses towards feedback.

Indifferent, Feedback Doesn't Impact Me Much: A substantial number of

students (38%) feel indifferent towards feedback, stating that it doesn't significantly
impact them. This sentiment is echoed by 20% who sometimes feel this way,
indicating a lack of perceived relevance or significance attributed to feedback.

24
 Anxious or Defensive, I Don't Like Receiving Feedback: A considerable portion
of students (42%) admit to feeling anxious or defensive when receiving feedback,
expressing discomfort or resistance towards critiques. Moreover, 38% sometimes
experience these emotions, highlighting the prevalence of negative responses towards
feedback among students.

In general, students exhibit a range of emotional responses towards feedback,

including excitement, nervousness, indifference, and anxiety. While some embrace
feedback as an opportunity for growth, others approach it with apprehension or
detachment. These findings underscore the importance of fostering a supportive
feedback environment that acknowledges and addresses students' diverse emotional
needs, ultimately facilitating meaningful learning experiences.

2.2.2. The impact of feedback on learners' writing

a. The impact of feedback on improving students' writing ability.

Enhancing writing skills is a crucial aspect of academic success. One key factor
that can significantly impact this development is receiving feedback on written work.
The chart-explores students’ perceptions on whether feedback helps them become
better writers.

Question Answer Students’ responses

Do you believe Number Percentage

that receiving A. Strongly agree 3 6%
feedback helps you
become a better B. Agree 15 30%
writer?
C. Neutral 20 40%

D. Disagree 10 20%

E. Strongly disagree 2 6%

Table 6: Impact of Feedback on Writing Improvement

As shown in the chart, there are mixed opinions among students regarding the
value of feedback. While a combined 26% of students strongly agree or agree that
feedback improves their writing, a substantial portion, 40%, remains neutral on the
25
issue. Additionally, 34% of students expressed some level of disagreement with the
statement, with 4% strongly disagreeing. This data suggests that while some students
clearly recognize the benefits of feedback, others may not be fully convinced of its
effectiveness. It's possible that the way feedback is delivered or the student's prior
experiences with feedback could influence their perception. By understanding these
diverse viewpoints, teachers can explore strategies to make feedback delivery more
engaging and impactful for each student. This could involve providing clear and
specific feedback alongside encouragement and opportunities for students to ask
questions and clarify any misunderstandings.

b. The impact of feedback on learners' motivation to revise their writing

Effective feedback can be a powerful tool for improving students writing skills.
However, a student's willingness to revise based on that feedback is also crucial. The
chart explores how motivated students feel to revise their writing after receiving
feedback from their teachers.

Question Answer Students’ responses

How motivated are Number Percentage

you to revise and Very motivated 3 6%
improve your
Motivated 15 30%
writing based on
the feedback you Somewhat motivated 25 50%

receive? Not very motivated 5 10%

Not motivated at all 2 4%

Table 7: Impact of Feedback on Writing Revision Motivation

As the chart shows, a significant portion of students (50%) report feeling

somewhat motivated to revise their writing after receiving feedback. This suggests that
while students recognize the value of feedback, additional strategies might be needed
to encourage them to fully engage with the revision process. An additional 30% of
students feel motivated to revise after receiving feedback. This highlights the positive
impact that clear and constructive feedback can have on students’ engagement.
However, a smaller group of students (14%) report feeling not very motivated or not
26
 motivated at all to revise. This underscores the need for teachers to develop strategies
that can help all students see the value of revision and motivate them to put in the
effort to improve their writing. Overall, the data indicates that students’ motivation to
revise after receiving feedback varies. By understanding these diverse levels of
motivation, teachers can tailor their approach to feedback delivery and employ
strategies to encourage all students to actively engage in the revision process and
maximize their learning from feedback.

2.2.3 Students’ preference on receiving feedback

a. Modalities of Feedback

Understanding students' preferences regarding the modalities of feedback is

essential for tailoring feedback delivery methods to their needs. The table below
presents students' responses indicating their preferences for various feedback
modalities

Options

Strongly Agree Neutral Disagree Strongl

agree y
disagree

Number 10 22 15 3 0
Number 1 (Student)
Percentage (%) 20% 44% 30% 6% 0%

Number 2 15 22 8 3
Number 2 (Student)
Percentage (%) 4% 30% 44% 16% 6%

Number 3 8 15 19 5
Nu (Student)
mber 3 Percentag 6% 16% 30% 38% 10%
e (%)

27
 Table 8: Students' preferences for feedback delivery methods

The data reveals students' preferences regarding different modalities of feedback:

Written Comments on the Paper or Document: A significant majority of students

(64%) either strongly agree or agree with the preference for receiving feedback in the
form of written comments on their papers or documents. This indicates a strong
inclination towards detailed and tangible feedback that they can reference while
reviewing their work.

Verbal Feedback during Class or One-on-One Sessions: A considerable

proportion of students (74%) express a preference for receiving feedback verbally
during class or one-on-one sessions. This suggests a desire for immediate interaction
and clarification regarding their performance or assignments.

Audio Recordings: Approximately half of the students (52%) either strongly

agree or agree with the preference for receiving feedback through audio recordings.
This indicates a willingness to engage with alternative feedback modalities that offer
auditory reinforcement and flexibility in review.

Overall, the data suggests that while written comments remain a popular choice
among students, there is also a substantial preference for verbal feedback, both in class
settings and through audio recordings. Educators should consider incorporating a
variety of feedback modalities to accommodate diverse learning preferences and
optimize students' learning experiences.

b. Timing of Feedback

The timing of feedback delivery is a crucial factor influencing its effectiveness in

facilitating students learning and growth. The table below presents students' responses
indicating their preferences for the timing of feedback.

Options

Strongly Agree Neutral Disagr Strongl

agree ee y

28
 disagree

Number 18 22 6 4 0
Number 1 (Student)
Percentage (%) 36% 44% 12% 8% 0%

Number 4 8 22 14 2
Number 2 (Student)
Percentage (%) 8% 16% 44% 28% 4%

Table 9: Students’ Preferences for Receiving Writing Feedback

Table 7 reveals students' preferences regarding the timing of feedback.

Immediate Feedback shows a significant majority of students (80%) either strongly
agree or agree with the preference for receiving feedback immediately. This indicates a
strong desire for timely input on their performance or assignments, enabling them to
address areas of improvement promptly.

In addition, Delayed Feedback is approximately half of the students (52%) either

strongly agree or agree with the preference for delayed feedback. This suggests a
willingness to wait for feedback if it allows for more comprehensive and thoughtful
evaluation of their work.

Overall, the data highlights a split in preferences regarding the timing of

feedback, with a majority favoring immediate feedback for its promptness and
actionable insights, while a substantial portion also acknowledges the value of delayed
feedback for its thoroughness and depth of analysis. Educators should consider
balancing these preferences and implementing a feedback delivery system that
accommodates both immediate and delayed feedback based on the nature of the
assignment and students' learning needs.

c. Content of Feedback

Feedback plays an important role in guiding students learning and progress. The
table below presents students responses indicating their preferences for feedback
content.

29
 Options

Strongly Agree Neutral Disagr Strongl

agree ee y
disagree

Correctiv Number 10 22 15 3 0
e (Student)
feedback Percentage (%) 20% 44% 30% 6% 0%

Number 19 15 22 6 0
Directive
(Student)
feedback
Percentage (%) 18% 30% 44% 12% 0%

Evaluativ Number 8 13 12 15 2
e (Student)
feedback Percentage (%) 16% 26% 24% 30% 4%

Descripti Number 8 19 17 6 0
ve (Student)
feedback Percentage (%) 16% 20% 34% 12% 0%

Table 10: Students’ Preferences for Feedback Content

Table 8 shows students' preferences regarding feedback content. First,

corrective feedback showed that the majority of students (64%) strongly agreed or
agreed with the priority of receiving corrective feedback. This shows a strong desire
for feedback that highlights errors and provides guidance on how to improve.

In addition, directive feedback showed that a significant proportion of students

(72%) expressed a preference for directive feedback. This suggests a desire for specific
instructions or suggestions for improvement to guide their learning process.

Regarding assessment feedback, about two-thirds of students (56%) strongly

agree or agree with prioritizing assessment feedback. This shows a willingness to
receive evaluations or judgments about their work to evaluate their performance.

30
 Finally, for descriptive feedback, the majority of students (70%) strongly agree
or agree with prioritizing descriptive feedback. This suggests a desire for detailed
comments or explanations to provide insight into their strengths and areas for
development.

The general conclusion from the survey results is that the data highlight students'
strong preference for corrective, directive, evaluative, and descriptive feedback.
Educators should consider a balanced combination of these types of feedback to
provide comprehensive guidance and support for students learning and improvement.

31
 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In Chapter IV, the results of a study on learners' attitudes towards teachers'
feedback on their writing in a 10th grade English class in Tran Dai Nghia high school.
This chapter reviews what has been done in the study and offers some practical
recommendations.

5.1. Conclusions

The study "STUDY ON STUDENT ATTITUDES TOWARD TEACHERS'

FEEDBACK ON ARTICLE WRITING IN GRADE 10 ENGLISH CLASS AT TRAN
DAI NGHIA HIGH SCHOOL". The overall goal of this study is to understand
students' attitudes toward the feedback teachers give to their writing. From there, we
can better understand students and be able to give appropriate feedback to help
students improve their writing skills. A questionnaire about how English teachers
respond to students' writing, what students expect from English teachers when
receiving feedback on their writing, and how students rate the importance of feedback
That was given to 50 students in grade 10 at Tran Dai Nghia High School.

The study's preliminary results, which showed that 98% of students reported
receiving feedback, demonstrated the proactive role that English teachers play in
helping their students. This ratio highlights how crucial it is for educators to support
students' writing development by providing helpful criticism and direction. The
manner in which teachers provide feedback to their students and the students' desire
for feedback, however, vary. Instructors should focus more on this in order to spark
students' enthusiasm for studying and help them become better writers.

The first, the types of feedback students receive show a wide range of
expectations, including corrective feedback (44%), evaluative feedback (44%), and
directive feedback (22%). While corrective and evaluative feedback is common,
directive feedback receives less emphasis, which suggests potential areas for
improvement in providing specific instruction to students. While students appreciated
corrective and evaluative feedback, they also expressed a strong desire for specific
suggestions and guidance for improvement. This suggests that teachers can enhance

32
their feedback practices by incorporating more instructional elements that directly
address areas of development and provide clear direction for improvement.

There are more crucial details to consider under the Means of Sending Feedback.
Written comments on assignments (56%) and verbal feedback in class or one-on-one
meetings (46%) are the two main ways that teachers give feedback. Although students'
desire to hear audio recordings (22%) indicates a possible opportunity to investigate
alternate feedback techniques to satisfy students' diverse interests, it is noteworthy that
audio recordings were rarely employed.

In addition, feedback time also needs to be balanced between teachers and

students. When there is up to 74% Delayed Feedback from teachers but students want
up to 80% immediate feedback. While some students value timely input for continuous
improvement, others appreciate the comprehensiveness and depth of assessment
provided by delayed feedback. Teachers can achieve this balance by providing some
form of immediate feedback, such as brief verbal comments or class discussions, in
addition to more comprehensive delayed feedback. detailed written comments.

On the other hand, from the effects of feedback on motivation and improving
writing ability, research has shed light on the diverse emotional reactions that students
experience, thereby demonstrating the effects of feedback on motivation and improve
writing ability. While some students feel excited and motivated to improve, others
appear anxious, apathetic, or even anxious. These diverse responses highlight the
importance of fostering a supportive feedback environment that acknowledges and
addresses students' emotional needs. Teachers can create such an environment by
encouraging, celebrating progress, and providing constructive guidance in a tactful and
respectful manner. Survey results indicate that a significant proportion of students'
attitudes when receiving feedback from English teachers about students' writing. The
survey also highlights the challenge of separating students' desire to receive feedback
from how teachers deliver it, which can be devastating for students when receiving
feedback.

Although the researcher's knowledge is still limited, this study was conducted with the
purpose of studying students' attitudes toward teachers' feedback on writing in 10th grade

33
English class at Tran Dai Nghia High School. All contributions to improving this article are
highly appreciated.

Despite the limit of the researcher’s knowledge, this study was carried out with
the hope that the purpose of studying students' attitudes toward teachers' feedback on
writing in 10th grade English class at Tran Dai Nghia High School. Any further
comments and contributions to the perfection of this paper are highly appreciated.
5.2. Recommendations

Writing is an important skill for English learners, developed through the dynamic
interaction between students’ effort and effective feedback. In addition to teacher
guidance, providing feedback to students will be of great benefit. Drawing from the
conclusions of the study on students' attitudes toward teacher feedback on their
writing, below are some recommendations to enhance the feedback process and
improve students' writing skills.

First, improve feedback practices. Teachers should try to align their feedback
methods more closely with student expectations. Although corrective and evaluative
feedback is common, there should be an emphasis on directive feedback, which
provides specific guidance and direction for improvement. Integrating instructional
elements into feedback can be beneficial. Providing clear instructions for improvement
along with corrective feedback and assessments can help students better grasp areas
that need growth.

Also, Explore alternative feedback methods. Educators should explore

alternative feedback methods to accommodate students' diverse interests. While
written comments and verbal feedback are common, there is potential to incorporate
audio recordings or other innovative methods based on students’ feedback.

Furthermore, Balance the response time. It is essential to strike a balance

between immediate and delayed feedback. While immediate feedback is favored by
students for continuous improvement, delayed feedback can provide comprehensive
evaluation. Teachers can achieve this equilibrium by providing brief immediate
feedback along with more detailed and delayed feedback.

34
 Finally, Promote a supportive feedback environment. Teachers should foster a
supportive feedback environment that recognizes and addresses students' emotional
needs. Celebrating progress, providing constructive guidance, and encouraging
students can help create a positive atmosphere for receiving feedback.

35
 REFERENCES
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38
 APPENDIX
SURVEY QUESTIONNAIRE
I am a student majoring in English Pedagogy at Tay Nguyen University. Currently, I
am doing the graduation assignment with the topic " A STUDY ON LEARNERS'
ATTITUDES TOWARDS TEACHERS' FEEDBACK ON THEIR WRITING IN
A 10TH GRADE ENGLISH CLASS IN TRAN DAI NGHIA HIGH SCHOOL".
Your comments through this survey will be extremely valuable and important
information for the success of the study.
I assure you that your comments will be used for research purposes only and will be
kept completely confidential.
Thanks for your help!

PART 1: TEACHERS’ FEEDBACK ON STUDENTS' WRITING

1. How often do your English teachers provide feedback on your writing?

a. Always
b. Often
c. Sometimes
d. Seldom
f. Never

2. What types of feedback do you typically receive on your writing?

39
 No Statement Your opinion

Always Often Sometimes Seldom Never

1 Corrective feedback
(e.g., grammar
corrections, spelling
errors)
2 Directive feedback
(e.g., suggestions for
content,
organization)
3 Evaluative feedback
(e.g., overall
assessment of
writing quality)
4 Descriptive feedback
(e.g., specific
comments on
strengths and areas
for improvement)

3. How do you usually receive feedback from your English teachers on your writing?

Statement Your opinion

Alway Often Sometimes Seldom Never

s

40
 1 Written comments
on the paper or
document
2 Verbal feedback
during class or one-
on-one sessions

3 Audio recordings

Question 4: When do you typically receive feedback from your English teachers on
your writing?

Statement Your opinion

Alway Often Sometimes Seldom Never

s

1 Immediate
Feedback
2 Delayed Feedback

PART 2: ATTITUDES TOWARDS FEEDBACK

Question 5. How do you feel when you receive feedback from your English teachers
on your writing?

Statement Your opinion

41
 Always Often Sometimes Seldom Never

1 Excited and
motivated to make
improvements
2 Open to feedback but
sometimes nervous
3 Indifferent, feedback
doesn't impact me
much
4 Anxious or
defensive, I don't
like receiving
feedback

Question 6. Do you believe that receiving feedback helps you become a better writer?
a) Strongly agree
b) Agree
c) Neutral
d) Disagree
e) Strongly disagree

Question 7. How motivated are you to revise and improve your writing based on the
feedback you receive?
a) Very motivated
b) Motivated
c) Somewhat motivated
d) Not very motivated
e) Not motivated at all

Question 8. When do you prefer to receive feedback on your writing?

42
 Statement Your opinion

Strongly Agree Neutral Disagree Strongly

agree disagree

1 Immediate
Feedback
2 Delayed
Feedback

Question 9. Which mode of feedback delivery do you prefer?

Statement Your opinion

Strongly Agree Neutral Disagree Strongly

agree disagree

1 Written comments
on the paper or
document
2 Verbal feedback
during class or one-
on-one sessions

3 Audio recordings

43
Question 10. Which feedback content do you prefer to receive?

Statement Your opinion

Strongly Agree Neutral Disagree Strongly

agree disagree

1 Corrective feedback
(e.g., grammar
corrections, spelling
errors)
2 Directive feedback
(e.g., suggestions for
content, organization)
3 Evaluative feedback
(e.g., overall
assessment of writing
quality)
4 Descriptive feedback
(e.g., specific
comments on
strengths and areas
for improvement)

44