VietTESOL International Convention 2022
Nha Trang University, September 16-18
According to Scrivener (2012), giving feedback on written works is considered to be a time-consuming but rewarding task for language teachers. Thanks to the digital teaching tools, this task has been facilitated and proved to be more effective than ever. The study was carried out at a university in Ha Noi, during the first semester when first-year English linguistics majored students were required to take a fully online writing course. Throughout this course, students were assigned to write three different theme-based academic paragraphs (also called writing entries), each of which consisted of three versions with a view to achieving the B1 level (according to CEFR framework) by the end of the course. The study aims to (a) review the strategies of giving feedback on writing entries through both Teacher-to-Students and Students-to-Students interactions and (b) identify and categorize types of students' limitations in academic writing based on features of academic style and marking rubrics of paragraph writing. Therefore, teachers are able to tailor their feedback sessions towards the expected outcome. The study employed both quantitative and qualitative methods, using document analysis as the main research instrument. 120 students' writing entries (from four different classes) were collected, analyzed and categorized into types of dominant and common mistakes before each feedback-giving instruction session. The findings have revealed these feedback strategies can help students realize their weaknesses in academic paragraph writing, avoid making similar mistakes and give corrective feedback to their peers.
According to Scrivener (2012), giving feedback on written works is considered to be a time-consuming but rewarding task for language teachers. Thanks to the digital teaching tools, this task has been facilitated and proved to be more effective than ever. The study was carried out at a university in Ha Noi, during the first semester when first-year English linguistics majored students were required to take a fully online writing course. Throughout this course, students were assigned to write three different theme-based academic paragraphs (also called writing entries), each of which consisted of three versions with a view to achieving the B1 level (according to CEFR framework) by the end of the course. The study aims to (a) review the strategies of giving feedback on writing entries through both Teacher-to-Students and Students-to-Students interactions and (b) identify and categorize types of students' limitations in academic writing based on features of academic style and marking rubrics of paragraph writing. Therefore, teachers are able to tailor their feedback sessions towards the expected outcome. The study employed both quantitative and qualitative methods, using document analysis as the main research instrument. 120 students' writing entries (from four different classes) were collected, analyzed and categorized into types of dominant and common mistakes before each feedback-giving instruction session. The findings have revealed these feedback strategies can help students realize their weaknesses in academic paragraph writing, avoid making similar mistakes and give corrective feedback to their peers.
Room 8 (Building G5, Room 104) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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