Ảnh Hưởng từ phản hồi của giaoc viên lên động lực học tập của sinh viên năm thứ nhất: Một nghiên cứu tìm hiểu tại Trường Đại học Kinh Doanh và Công Nghệ Hà Nội M.A

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Luận văn tiếng Anh:	Effects of teacher's feedback on freshmen's motivation in speaking lessons: A survey research at Hanoi University of Business and Technology = Ảnh Hưởng từ phản hồi của giaoc viên lên động lực học tập của sinh viên năm thứ nhất: Một nghiên cứu tìm hiểu tại Trường Đại học Kinh Doanh và Công Nghệ Hà Nội M.A. Thesis Linguistics: 60 14 10
Nhà xuất bản:	ĐHNN
Ngày:	2011
Chủ đề:	Kỹ năng nói Tiếng Anh Trường đại học
Miêu tả:	40 p. + CD-ROM M.A. Thesis Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011 Motivation in learning English of the freshmen in Faculty of Accountancy at Hanoi University of Business and Technology was investigated with two main aspects: (a) types of motivation in terms of intrinsic and extrinsic orientation, and (b) effects of the teacher's feedbacks namely corrective feedback, evaluative feedback and strategic feedback on the freshmen's motivation in speaking lessons. On the base of the findings, some strategies to increase the motivation in learning English of first-year students in Faculty of Accountancy were suggested. Using the survey questionnaires from 286 students and semi-structured interviews with 20 students who are studying the first year in Faculty of Accountancy, HUBT, the findings indicated that among those students extrinsic motivation was far more important than intrinsic motivation, of which studying English to get a good future job was the most important motivating factor. The findings also revealed among three kinds of feedback in the study, corrective one was used with the highest level of frequency and was considered the most effective ways to motivate freshmen at Faculty of Accountancy because they wanted to master their English proficiency for their future purpose especially their career future. The teacher used the evaluative feedback very frequently; whereas, the freshmen at did not think that it was useful. The reason is that when evaluating, their teacher normally criticized their mistakes, which made them lose face, feel discouraged, feel ashamed, or even did want to speak any more. In respect of strategic feedback, the teacher exploited it with a low frequency; however, according to students, they claimed that it was effective way to motivate their speaking because this kind of feedback could encourage their self-study with the teacher's advice and suggestion Electronic Resources
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