Does Conferencing Feedback Improve Non-English Majors' Paragraph-Writing? A Case Study in Vietnam

Autor/inn/en	Hung, Do Minh; Diem, Tran Thi Thuy
Titel	Does Conferencing Feedback Improve Non-English Majors' Paragraph-Writing? A Case Study in Vietnam
Quelle	In: Arab World English Journal, 11 (2020) 4, S.78-95 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hung, Do Minh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Conferences (Gatherings); Teacher Student Relationship; Language Teachers; College Freshmen; Late Adolescents; Dialogs (Language); Individual Instruction; Feedback (Response); Error Correction; English (Second Language); Second Language Learning; Second Language Instruction; Nonmajors; Language Proficiency; Paragraph Composition; Writing Skills; Writing Improvement; Positive Attitudes; Foreign Countries; Vietnam + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Studienanfänger; Halbstarker; Dialog; Dialogs; Dialogue; Dialogues; Individuelles Lernen; Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Writing skill; Schreibfertigkeit; Ausland
Abstract	Corrective feedback in learning English as a foreign language (EFL), especially in writing skills, has been investigated for years. Feedback is in various modes, including direct, indirect, electronic, and conferencing between teachers and students. The current study attempted to apply teacherstudent conferencing feedback to a class of non-English majors of low English proficiency levels at a local college, located in Can Tho City, South of Vietnam. The study aimed to determine: (1) "Does conferencing feedback improve the target students' writing skills?" (2) "How do these students react to conferencing feedback?" Answers to these questions are useful because they are supposed to provide more insights into the existing knowledge about the nature of conferencing feedback regarding its potential to be applied in different cultural contexts. The data-collecting instruments of pre-post tests and pre-post questionnaire surveys were employed. There were five conferences between the teacher and the participants during the intervention program. The results showed that conferencing feedback enhanced the participants' English writing performance through the intervention. It also gained their positive attitudes demonstrated in the post questionnaire. Thereby, discussions and recommendations are provided. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01