Đăng ký Đăng nhập
Trang chủ A study on giving feedback on speaking english for the 10th grade students at ta...

Tài liệu A study on giving feedback on speaking english for the 10th grade students at tay thuy anh upper secondary school in thai binh

.PDF
73
297
107

Mô tả:

ACKNOWLEDGEMENTS First and foremost, I would like to express my special thanks to M.A Tran Thi Van, my supervisor, who has given me great help with this graduation paper. Without her experienced guidance, valuable suggestions and dutiful supervision, my research would be far from finished. I would also like to express my thankfulness to teachers and students at Tay Thuy Anh upper-secondary school for their help in completing my survey questionnaires as well as their willingness to share their ideas on the accomplishment of the study. I take this opportunity to thank the teachers in Department of Foreign Languages, Taybac University for their help and care for me during the time I do this study. I am also indebted to all my friends who have kindly given me assistance and encouragement, without whom, the study would have no such great motivation. Last but not least, the support extended to me by members of my family has been immeasurable. I would like to express my sincere thanks to them for their support and encouragement throughout my study. Son La, 30th April, 2015 Le Thi Kim Thoa i ABSTRACT This study was carried out at Tay Thuy Anh upper- secondary school with 100 tenth grade students and 8 teachers. The purpose of the study is to investigate the current situation of teachers’ giving feedback and its impacts on students’ learning in speaking lessons. Data for the research was collected from observation sheets, questionnaires, and interviews. Findings from these instruments reveal that teachers at Tay Thuy Anh upper- secondary school are highly aware of the importance of giving feedback on students’ speaking. Their direct feedback is mostly very useful and motivates students to talk at class. The limitation of the study and some suggestions for further study are then drawn up. ii LIST OF TABLES Table 1: Teachers’ background and their teaching conditions ........................... 24 Table 2: Teachers’ attitude towards speaking skill ............................................. 25 Table3: Reasons for giving no feedback in teaching speaking English skill...... 26 Table 4: Teachers’ frequency of using some types of feedback ......................... 30 Table 5: Teachers’ opinions of types of feedback .............................................. 31 Table 6: Teachers’ difficulties when giving feedback ........................................ 31 Table 7: Reasons for giving no feedback in speaking skill ................................ 34 Table 8: Students’ opinions about appropriate time for teachers giving feedback in speaking skill ................................................................................................... 37 Table 9: The students’ preference for the types of feedback by the teachers ..... 39 iii LIST OF CHARTS Chart 1: Status of giving feedback in speaking English lessons ......................... 25 Chart 2: Teachers’ purposes in giving feedback for teaching speaking skill ..... 27 Chart 3: The appropriate time for teachers giving feedback in speaking lesson 28 Chart 4: The aspects for teachers’ feedback ....................................................... 29 Chart 5: Year of learning English ....................................................................... 32 Chart 6: Students’ opinions of learning speaking skill ....................................... 33 Chart 7: Status of giving feedback in speaking skill........................................... 34 Chart 8: Students’ opinions of teachers’ feedback.............................................. 35 Chart 9: The effects of teachers’ feedback towards students’ learning .............. 36 Chart 10: The aspects of teachers’ feedback ....................................................... 37 Chart 11: Students’ frequency of receiving feedback ......................................... 38 iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................. i ABSTRACT ......................................................................................................... ii LIST OF TABLES…………………………………………………………….iii LIST OF CHARTS……………………………………………………….……iv TABLE OF CONTENTS…………………………………………………..…..v CHAPTER I: INTRODUCTION ...................................................................... 1 1.1. Rationale......................................................................................................... 1 1.2. Purposes of the study 2 1.3. Scope of the study .......................................................................................... 2 1.4. Research questions ......................................................................................... 2 1.5. Methods of the study ...................................................................................... 3 1.6. Overview of the study .................................................................................... 3 CHAPTER II: LITERATURE REVIEW......................................................... 4 2.1. Theoretical background of speaking .............................................................. 4 2.1.1. Definition of speaking ................................................................................. 4 2.1.2. Position of speaking skill in English Language Teaching .......................... 5 2.2. Theoretical background of teaching speaking ............................................... 6 2.2.1. Definition of teaching speaking .................................................................. 6 2.2.2. The principles for teaching speaking .......................................................... 7 2.2.3. The importance of the teaching speaking ................................................... 8 2.2.4. The relationship between teaching speaking and different skills ............... 9 2.2.4.1. The relationship between speaking and listening .................................. 10 2.2.4.2. The relationship between speaking and reading .................................... 10 2.2.4.3. The relationship between speaking and writing..................................... 11 2.3. Theoretical background of feedback ............................................................ 12 v 2.3.1. Definition of giving feedback ................................................................... 12 2.3.2. Types of feedback ..................................................................................... 13 2.3.3. The impacts of giving feedback on speaking English .............................. 13 2.3.3.1. The advantages of giving feedback ........................................................ 13 2.3.3.2. The disadvantages of giving feedback ................................................... 15 2.3.4. The teacher and students’ roles in giving and receiving feedback in speaking skills ..................................................................................................... 15 2.3.4.1. The teacher’s roles ................................................................................. 15 2.3.4.2. The students’ role ................................................................................... 16 2.4. Summary ...................................................................................................... 17 CHAPTER III: METHODOLOGY ................................................................ 18 3.1. The setting of the study ................................................................................ 18 3.1.1. The participants ......................................................................................... 18 3.1.2. The teaching context ................................................................................. 18 3.1.2.1. Textbook................................................................................................. 18 3.1.2.2. Students and their background ............................................................... 18 3.1.2.3. Teachers and teaching conditions .......................................................... 19 3.2. Research instruments.................................................................................... 20 3.2.1. Survey questionnaires ............................................................................... 20 3.2.1.1. The questionnaire for the teachers ......................................................... 20 3.2.1.2. The questionnaire for the students ......................................................... 21 3.2.2. Class observation....................................................................................... 21 3.2.3. Interview.................................................................................................... 21 3.2.3.1. Students’ interview................................................................................. 22 3.2.3.2. Teachers’ interview ................................................................................ 22 vi 3.3. Procedure ...................................................................................................... 22 3.4. Summary ...................................................................................................... 22 CHAPTER IV: DATA ANALYSIS ................................................................. 24 4.1. Introduction .................................................................................................. 24 4.2. Data analysis ................................................................................................ 24 4.2.1. Data analysis of the survey questionnaire ................................................. 24 4.2.1.1. Data analysis of the survey questionnaire for the teachers .................... 24 4.2.1.1.1. Teachers’ background and their teaching conditions.......................... 24 4.2.1.1.2. Teachers’ attitude towards teaching speaking skill ............................ 25 4.2.1.1.3. Status of giving feedback in speaking English lessons ....................... 25 4.2.1.1.4. Reasons for giving no feedback in teaching speaking English skill ... 26 4.2.1.1.5. Teachers’ purposes in giving feedback for teaching speaking skill ... 27 4.2.1.1.6. The appropriate time for teachers giving feedback in speaking lesson ............................................................................................................................. 28 4.2.1.1.7. The aspects for teachers giving feedback ........................................... 29 4.2.1.1.8. Teachers’ frequency of using some types of feedback ....................... 30 4.2.1.1.9. Teachers’ opinions about types of feedback ....................................... 31 4.2.1.1.10. Teachers’ difficulties when giving feedback .................................... 31 4.2.1.2. Data analysis of the survey questionnaire for the students .................... 32 4.2.1.2.1. The background information of students ............................................ 32 4.2.1.2.2. Students’ opinions of learning speaking skill ..................................... 33 4.2.1.2.3. Status of giving feedback in speaking skill......................................... 34 4.2.1.2.4. Reasons for giving no feedback in speaking skill ............................... 34 4.2.1.2.5. Students’ opinions of teachers’ feedback............................................ 35 4.2.1.2.6. The effects of teachers’ feedback towards students’ learning ............ 36 vii 4.2.1.2.7. Students’ opinions about appropriate time for teachers giving feedback in speaking skill ................................................................................................... 37 4.2.1.2.8. The aspects of teachers’ feedback ....................................................... 37 4.2.1.2.9. Students’ frequency of receiving feedback ......................................... 38 4.2.1.2.10. The students’ preference for the types of feedback by the teachers . 39 4.2.2. Data analysis of the class observation....................................................... 39 4.2.3. Data analysis of the interview ................................................................... 40 4.2.3.1. Data analysis of the interview for students ............................................ 40 4.2.3.2. Data analysis of the interview for teachers ............................................ 41 4.2.4. Summary ................................................................................................... 42 CHAPTER V: MAJOR FINDINGS AND SOME SUGGESTIONS ........... 43 5.1. Major findings .............................................................................................. 43 5.2. Some suggestions ......................................................................................... 44 CHAPTER VI: CONCLUSION ...................................................................... 46 REFERENCES ..................................................................................................... I APPENDIX ......................................................................................................... V viii CHAPTER I: INTRODUCTION 1.1. Rationale It is undoubted that nowadays English has become an international language that takes an important role in the social life of the world. It helps to narrow the gap between people and people, country and country, continent and continent. Moreover, it is the golden key to open human treasure of knowledge particularly in science and technology. Therefore, teaching and learning English have been received a great amount of focus from every country all over the world. In Vietnam, learning English has become necessary to everybody. This demand in language learning has brought about a great amount of positive changes in language teaching. Language teachers have looked for and tried different methods and techniques in teaching and learning in order to find the effective ones. The effectiveness of a teaching method or technique is reflected in the learners’ language competence that is their abilities to perform the four skills. Among which speaking skill appears to be the most important one for both teachers and students, Barry Sesnan (1997). Moreover, there is the fact that the question of teaching speaking effectively and attractively has been the concern of many teachers of English. Therefore, it is essential for the teachers to find out effective teaching approaches to make the lesson more interesting so that she can attract students’ attention and help improve their speaking proficiency as well. In practice, however, many learners feel frustrated as they find that speaking in a foreign language is a complex matter. It is because speaking involves many factors. The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language “on the spot” (Harmer, 2001). In learning speaking skill, the students often find some problems. The common problem is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are 1 also too shy and afraid to take part in the conversation. The researcher realizes that although teachers now no longer play a dominant role in class, their guidance, and supports have always been of beneficial help to students. Especially teachers' feedback provision in response to students' performance is significantly important. Additionally, while good feedback can have an impact on students’ motivation and autonomy, bad feedback, on the other hand, can become a demotivating factor to their learning process. Therefore, the suitable kind of feedback and the way feedback should be given to the students so that it fosters their learning and improves their speaking skills is quite frustrating – the problem that most teachers encounter in their speaking classes. All the above-mentioned reasons and factors have inspired the writer to conduct a research titled: “A study on giving feedback on speaking English for the 10th grade students at Tay Thuy Anh upper-secondary school in Thai Binh.” 1.2. Purposes of the study The main purposes of this study are: To identify the fact of giving feedback by teachers at Tay Thuy Anh upper- secondary school in English speaking skills To find out the impacts of teachers’ feedback on students in English speaking lessons to suggest on how to give feedback effectively 1.3. Scope of the study In fact, feedback can be largely used in teaching and learning English for students at all grades. However, in this study the research only intends to focus on giving feedback on speaking English for 10th grade students at Tay Thuy Anh upper- secondary school in Thai Binh. Therefore, the findings and suggestions may be just useful for speaking skills in similar teaching conditions. 1.4. Research questions 1. How do the teachers give feedback to the 10th form students in English speaking skills? 2 2. What are the impacts of teachers’ feedback on students in English speaking lessons? 1.5. Methods of the study In order to collect sufficient data for analysis, the following methods were employed. Theoretically, the researcher spent time reading books and materials available on teaching and learning speaking to get knowledge of the subject. Moreover, in order to find out the effective ways to give feedback on speaking English lesson, two questionnaires were conducted. One was designed for teachers and the other was for students. The research also interviewed students and teachers about giving feedback in speaking lessons to get information from participants. Observation was another method of the study. The research observed the way teachers gave feedback and the impacts to students in speaking skill. 1.6. Overview of the study The study consists of six chapters: Chapter I (Introduction) states the rationale, purpose of the study, the research question, the methods, and the scope of the study. Chapter II (Literature review) presents the literature review of the study including theoretical background of speaking, teaching speaking and giving feedback. Chapter III (Methodology) describes the research method in this study, consists information of the setting, the participant, data collection instrument and procedure. Chapter IV (Data analysis) analyses data collected from the survey questionnaires, the class observations and the interviews. Chapter V (Major findings and some suggested techniques) gives major findings and some suggestions for giving feedback in order to stimulate 10th form students at Tay Thuy Anh upper-secondary school to speak English. Chapter VI (Conclusion) includes summary and limitations of the study. 3 CHAPTER II: LITERATURE REVIEW This chapter presents the literature review of the study. It will be devoted to focus on the basic issues of speaking and giving feedback. 2.1. Theoretical background of speaking 2.1.1. Definition of speaking Speaking is crucially important for the whole learning process. Lerris (2003) stated that speaking makes you a more fluent language user, speaking is a chance to notice the gaps between what you want to say and what you can say, it is a chance to test hypotheses about language. The term “speaking” catches much attention of linguistic. Therefore, many definitions have been offered to this term so far. In Oxford Advanced Dictionary (1995), the definition of speaking “is to express or communicate opinions, feelings, ideas, etc, by or as talking and it involves the activities in the part of the speaker as psychological, physiological (articulator) and physical (acoustic) stages”. Together with Brown (1994), Burns and Joyce (1997), shared the same point of view that “speaking is an interactive process of constructing meaning that involves producing and receiving and processing information”. Chaney (1998:119) defined speaking “is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts”. Based on Byrne (2001), “speaking can be understood as the ability to express oneself opinions”. Hedge (2000) said that “speaking is oral expression, the use of the sounds in the patterns of rhythm and intonation”. While another expert, Huebner (1960:5) believed “Language is essentially speech, and speech is basically communication by sounds”. And according to him, speaking is a skill used by someone in daily life communication whether at school or outside. The skill is acquired by much repetition; it primarily a neuromuscular and not an intellectual process. It consists of competence in sending and receiving messages. 4 From the above definitions, it can be inferred that speaking is expressing ideas, opinions, or feelings to other by using words or sounds of articulation in order to inform, to persuade, and to entertain that can be learnt by using some teaching and learning methodologies. 2.1.2. Position of speaking skill in English Language Teaching Different linguists and methodologists have recognized the essential role of speaking skill in English Language Teaching for various reasons. In the first place, it is the speaking skill which helps the learners have communication which, as for Richard. A (1991), is the proper aim of language teaching. Once the learner communicates well, he can get information from others about anything he would like to know. For example, a Vietnamese student in Australia can use his speaking activity to ask native student about the institution, and thus can have all the information concerned. Also, as Larson (1996) believes, effective communication can bring people a more productive, satisfactory, and meaningful life. In other words, being able to communicate successfully in a foreign language helps people to take it easy and be confident to express themselves. Therefore, conflicts threats and nervousness can be avoided and a better relationship will come to them. Secondly, according to Brown, G and G. Yule (1992), speaking skills play an ever important role in conveying transactional intentions. That is, to make clear what it is that they want to say. Above all as Littlewood, W (1991) states, and communicative use is the goal as well as a means of learning which helps the learners reach it. Therefore, speaking skill enforces and brings about the successful acquisition of reading, listening, and writing, in the other words, the learning of English as a whole. It cannot be denied that although the four skills (listening, speaking, reading, and writing) are put in connection of language teaching and learning, it is the speaking skill that is the most highly of all. Factually, learning any of the other three skills and coming across any difficulties, it is the speaking skill that does not solve the problem by asking the teacher or the other for help. Moreover, 5 additional information concerning the three other skills can only be attained with an adequate speaking ability. In conclusion, speaking skill helps a special and very important positioning English Language Teaching as effective speaking activity ability. It is not only helps a learner to acquire the language better but to communicate successfully to improve his academic knowledge as well. A learner of English can master the language in the true meaning only when he can actually use the language as a means of communication. After all, what would make sense if after years of learning English, a person cannot speak English fluently to slowly? Speaking ability is the signal that reveals if a person really knows the language or not. 2.2. Theoretical background of teaching speaking 2.2.1. Definition of teaching speaking Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teacher have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today’s world requires that the goal of teaching speaking should improve students’ communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. According to Nunan (2003), teaching speaking is to:  Produce the English speech sounds and sounds patterns.  Use a word and sentence stress, intonation patterns and the rhythm of the second language.  Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter.  Organize their thoughts in a meaningful and logical sequence.  Use language as a means of expressing values and judgments. 6  Use the language quickly and confidently with few unnatural pauses, which are called fluency. As mentioned above, teaching speaking is an important work that needs all educators takes many interests to get the best results for effective teaching. In addition, the qualification of learning is also improved better. 2.2.2. The principles for teaching speaking In order to help students have “communicative competence” it is actually essential for teachers of English to be aware of the principles for teaching speaking. David Nunan (2005) gave some principles for teaching speaking to beginning learners:  Provide something for learners to talk about.  Create opportunities for students to interact by using group-work or pair-work.  Manipulate physical arrangements to promote speaking practice. Ann Burn and Helen Joyce (1977) worked out the principles for teaching speaking that teachers of English should bear in mind:  Being learners need to understand the cultural and social purpose of spoken interaction which may be broadly classified as transaction or interaction.  Speaking involves an understanding that spoken texts differ from written texts in their grammatical patterns and discourse strategies.  Speaking involves an understanding of the way in which context influences the choice of language made.  Speaking activities should focus on text in context, rather than on the sentence-level grammatical construction on isolation.  Learning and practicing vocabulary, grammatical structures, pronunciation should be related to contexts and lead to the use of the whole texts.  Being spoken discourse types of text can be analyzed with learner for their typical structural grammatical patterns. 7 Their principles are actually very useful and sufficient for teachers of English in teaching speaking. If teachers of English follow all these principles and know how to adapt them in speaking lesson, they will be successful in developing the students’ speaking activity. But many teachers of English find it very difficult to apply these principles at most Vietnamese high schools where both teachers and learners are mainly focusing on linguistic competence. Therefore, in the process of acquiring English, students try their best to practice vocabulary, grammar and do exercises related to these patterns. They seem to neglect the cultural differences as well as communication purposes. So, the difficulties when teachers apply these principles are unavoidable. In order to get students speak accurately and fluently, it is very necessary for teachers to create flexible speaking activities and know how to exploit the students’ capacity in each activity in order to obtain the goal of language teaching and learning 2.2.3. The importance of the teaching speaking According to David Nunan (2005) said that language teaching was seen to as helping learners develop “linguistic competence” – that is, helping students master the sounds, words, and grammar patterns of English. The idea was that by studying the bits and pieces of a language, students could eventually put them all together and communicate. In “Teaching English to Children” Brumfit (1991), Moon and Tongue say: “It is not surprising to note that a child’s concentration span increases as he/ she grows older. Children cannot concentrate on one thing for a long period and therefore the authors recommend that lesson should be divided into a series of activities lasting no longer than five or ten minutes. This is because children are bombarded with new experiences and information. Teachers should introduce a reasonable number of new language items and present and practice them in a number of different ways. 8 Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. 2.2.4. The relationship between teaching speaking and different skills Odewale speaks in “The Gods Are Not To Blame” by Nigerian author, Ola Rotimi: “I refuse to listen alone. Speaking openly, son, before all- a cooking – pot for the chameleon is a cooking – pot for lizard.” We know that English has four skills: listening, speaking, reading, and writing. All of them are important, and all of them should be taught. Because examination usually tests reading and writing only, the spoken (or oral) and listening skills are often forgotten or are given very little teaching time. This concentration on written skills may well produce students who can pass the examination, but it does not help them learn English which will be useful to them outside school, where the oral element will be important. The four skills are related to each other in two ways Person Y Giving feedbacks to students on speaking English Giving feedbacks to students on speaking English Person X Barry Sesnan’s picture 1997 In other words, when person X wants to communicate he can use writing or speech. His message can therefore either be heard or read person Y. We can also say that writing and reading both use the written or printed media, whereas speaking and listening use the air as medium. Speech definitely came first both in our own lives and in the development of the human race. We must always remember this and give oral English the priority it deserves. 9 2.2.4.1. The relationship between speaking and listening Most people define oral communication narrowly, focusing on speaking and listening skills separately. Traditionally, when people describe speaking skills, they do so in a context of public speaking. Recently, however, definitions of speaking have been expanded to include school plays, dramatic recitals and group activities. Even when the majority of the class has mastered basic listening and speaking skills, it is important to keep in mind that not every student learns effective verbal communication or skillful listening abilities at the same rate. Those students, who are not “catching on” as quickly as the rest of the class, are not so much unskilled as they are undisciplined. The skills that can make difference between minimal and effective communication can be taught, practiced and improved. Jared (2001) claimed “speech recognition as a person learning to take dictation in a language needs to learn the vocabulary and the pronunciation of the language. Getting good at dictation takes a lot of practice hearing the language spoken it helps to know what people are likely to talk about, how they express themselves, and the common construction and idioms”. In conclusion, we shall consider elements of pronunciation that extend over entire utterances. Also acts of speech are physical acts which often involve the whole body. In addition to employing our voice, we also use eyes movement mimes and gestures. As we speak with our vocal organs, we converse with our entire bodies. 2.2.4.2. The relationship between speaking and reading The fact is that spoken language and reading have a lot in common. If the printed words can be efficiently recognized, comprehension of connected text depends heavily on the readers’ oral- language abilities, particularly with regard to understanding the meanings of words that have been identified and the syntactic and semantic relationships among them. Indeed, many early research reports called attention to the differences between good and poor readers in their comprehension and production of structural relations within spoken sentences. 10 Moreover, beginning readers need to learn phonological awareness: awareness of the sound system; and graphological awareness: knowledge of the letters and an understanding that letters and letter combinations stand for sounds and words. If people are only doing oral skills, it might not include much attention to the elements of the sounds of the language- the bits and pieces- even if they do some work on pronunciation. 2.2.4.3. The relationship between speaking and writing Speaking and writing have a close relationship within language; they are very similar because both disciplines require the language learners to create language. However, it is fundamental premise that putting pen to paper forces you to iron out the grammatical and spelling mistakes which may have gone unnoticed when speaking. We know that while writing our students can ask others to check it for them before it reaches its final destination. But this process of checking will also make our learners’ speaking improve because they will be able to visualize the words as they are saying them and see where these words would go if they were writing them down. Considerable research has been done on the relationship between speaking and writing development in the first language acquisition from different perspectives, Kantor and Rubin (1981); Cambourne (1981); Gere (1981); Labor (1963) argued “competence in the spoken language appears to be a necessary base for competence in writing and predicted it would be relatively difficult for the students with low proficiency in speaking to master written conventions. Kroll (1981) stated there was a developmental trend on speaking and writing, which progressed through different phrases of development. These studies have provided valuable information for the first language instructors to facilitate their student language acquisition. Many beginners shy away from creating language, preferring instead to concentrate on listening and reading, those aspects which are centered on understanding other people’s language. But writing and speaking help everyone to get better at the language and understanding how it works. Not until you have 11 put the kills into practice in writing and speaking yourself can you truly appreciate how language works. In short, the four areas are important, they are connected, and one leads to another. Just think in our daily life, we read a newspaper, we talk on the phone, we listen to a song and we write a mail. When we talk about a second language is the same. We can be more or less skillful in any of them, but all of the areas are important. All in all, four language skills of teaching and learning a foreign language are closely interrelated. The relationship among language skills motivates students greatly in their learning. 2.3. Theoretical background of feedback 2.3.1. Definition of giving feedback In Cambridge International Dictionary of English (2000), feedback is defined as information or statements of opinion about something, such as a new product, that provide an idea of whether it is successful or liked. In Ramapsasad’s opinion (1983) “feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way”. According to Grant Wiggins (1998) “feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did and did not do”. W. Fred Miser (1998) stated that “feedback is an objective description of a student’s performance intended to guide future performance. Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting”. Robyn R. Jackson (2009) assumes that feedback shows where we are in relationship to the objectives and what we need to do to get there. Its intent is to help students get better at learning. 12
- Xem thêm -

Tài liệu liên quan