Nhận thức của sinh viên năm thứ nhất Khoa Tiếng Anh, Trường Đại học Mở Hà Nội về phản hồi sửa lỗi trực tiếp và gián tiếp trong kĩ năng viết học thuật

Tóm tắt

At the tertiary level, academic writing is an important skill for students. During the process of practicing academic writing, students crave support from instructors through corrective feedback. This research aims to explore first-year Hanoi Open University students' perceptions of written corrective feedback in the context of academic writing, investigating its effectiveness and the preferred types of feedback. The analysis of the collected data revealed positive perceptions of written corrective feedback among the freshmen. The results indicated that those students perceived both direct and indirect feedback to be effective in improving their academic writing skills. However, variations in the students’ preferences for different types of feedback were observed. The research suggests that teachers use a combination of two feedback types, leveraging their strengths for different errors, and includes other recommendations for future research.