Luận Văn Thạc Sĩ Thái Độ Của Học Sinh Lớp 11 Trường THPT Chuyên Bắc Kạn Về Ý Kiến Phản Hồi Của Bạn Học

Thái Độ Của Học Sinh Lớp 11 Trường THPT Chuyên Bắc Kạn Về Ý Kiến Phản Hồi Của Bạn Học Với Bài Viết Tiếng Anh Của Các Em​

Feedback is widely seen in education as crucial for both encouraging and consolidating learning (Anderson, 1982; Brophy, 1981; Vygotsky, 1978 cited in Ken Hyland and Fiona Hyland, 2006). Providing feedback to students has been recognized one of the most important tasks of writing teachers for feedback power in helping to create a supporting teaching environment, in developing the ways students talk about writing, in conveying and modelling ideas about good writing. Yet, whether or not teachers‟ feedback is helpful to the students‟ writing skills is not conclusive. In Hyland‟s study (1998, cited in Hyland, 2003), she found that students followed the teacher‟s feedback to revise without real understanding of why the text or the grammar was problematic. Consequently, students just made a short-term improvement on their revised versions. In other words, feedback seems to contribute little to the long-term development of students‟ writing. Worst of all, if a student‟s composition is full of errors marked in red, he may be frustrated and his interest and confidence in leaning may be reduced. Thus, it is necessary for teachers to explore effective ways to facilitate students‟ learning from teachers‟ feedback, and meanwhile help them be able to avoid the above-mentioned troubles.

• Luận văn thạc sĩ giáo dục
• Chuyên ngành lý luận và phương pháp dạy học tiếng Anh
• Người Hướng dẫn: Trần Hiền Lan
• Tác giả: Nguyễn Thị Việt Hà
• Số trang: 58
• File PDF-TRUE
• Trường ĐH Ngoại Ngữ Hà Nội 2012

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