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Date Published: 29/02/2024
Abstract Views: 377
Views PDF: 351
DOI: https://doi.org/10.63023/2525-2445/jfs.ulis.5188
Issue
Vol. 40 No. 1
Section
Research
How to Cite
Nguyen , T. L. (2024). ANALYSIS OF TEACHERS’ WRITTEN FEEDBACK ON WRITING SKILLS OF THIRD-YEAR ENGLISH-MAJORED STUDENTS AT A VIETNAMESE UNIVERSITY. VNU Journal of Foreign Studies, 40(1), 103-123. https://doi.org/10.63023/2525-2445/jfs.ulis.5188

ANALYSIS OF TEACHERS’ WRITTEN FEEDBACK ON WRITING SKILLS OF THIRD-YEAR ENGLISH-MAJORED STUDENTS AT A VIETNAMESE UNIVERSITY

Thi Lan Nguyen 1,
1 School of Languages and Tourism, Hanoi University of Industry

Main Article Content

Abstract

In the realm of higher education, the acquisition of proficient writing skills is deemed a cornerstone of academic success, particularly for students majoring in English. However, developing writing skills is a complex and challenging process that requires effective instruction and feedback. Central to this journey is the role of teachers, who, through their written feedback, become instrumental guides in shaping and refining students’ writing abilities. This study, therefore, aims to investigate the perceptions, preferences, and attitudes of 56 third-year English-majored students at a university in Vietnam regarding teachers' written feedback on essays. The results show that students are engaged in essay writing and receive regular or frequent feedback. However, they have mixed emotions about feedback, ranging from eagerness to improve to feeling lost. They also have diverse preferences for feedback types, such as error correction, explanation, suggestion, etc. Most students agree that feedback helps their writing skills and motivates them to revise, but some also face challenges such as discouragement and uselessness. The study recommends a balanced and constructive feedback approach that considers students’ varied needs and addresses their challenges, which can enhance the feedback experience for students.


 

Article Details

Keywords

writing skills, written feedback, English-majored students, perceptions, preferences

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