Arab World English Journal (AWEJ) Volume 11. Number4. December 2020 Pp.78-95
Does Conferencing Feedback Improve Non-English Majors’ Paragraph-Writing?
A Case Study in Vietnam
Do Minh Hung
Foreign Languages Faculty, Dong Thap University
Cao Lanh City, Vietnam
Tran Thi Thuy Diem
Foreign Languages Department, Can Tho College
Can Tho City, Vietnam
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 teacher-student 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.
Keywords: Conference, conferencing feedback, non-English majors, paragraph writing, Vietnam
Cite as: Do, M. H., & Tran, T. T. D. (2020). Does Conferencing Feedback Improve Non-English Majors’ Paragraph-Writing? A Case Study in Vietnam (1990). Arab World English Journal, 11 (4) 78-95.
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