lOMoARcPSD|49830739 Bite-Sized ACTION PLAN
Tuyen Quang DOET Date: April 8th, 2023
Teachers’ name(s): Nguyễn Anh Tuấn, Phan Thị Khánh Hoà, Nguyễn Thị Quỳnh Nga, Nghiêm
Văn Ba, Nguyễn Hương Giang, Phạm Bích Luận, Nguyễn Phương Lan, Nguyễn Phương Thảo,
Nguyễn Thị Loan Phương, Phạm Thị Ninh, Nguyễn Ngọc Dung, Nguyễn Thị Hồng Huệ, Lê Thị Phương Lan A. MAJOR ISSUE
What challenge related to GIVING FEEDBACK do you identify as an area of growth in your teaching?
1. T covers every aspect/ area of language (such as grammar, content, lexico …) in giving
feedback on students’ WRITING performance.
2. T often gives feedback in an inappropriate way (unkind/ too general…)
3. T is not sure about whether his/ her feedback can help students improve their writing. B. GOALS
What goals can you set to help you deal with such challenges?
1. T gives goal- oriented, constructive and kind feedback to students.
2. T adopts the sandwich feedback (comment more positive points than negative ones) when
giving feedback, using kind words and kind manners.
3. T gives helpful and effective feedbacks to Ss C. ACTION PLAN
What actions can you take to achieve the goals and how?
Rank the actions from the most to least important. Cross out actions that are infeasible,
unspecific and not fit in the time of this course. Use the resources available to you. What resources When to Ran What actions?
to be used? (Who start? When Possible risks k and what?) to finish? 1 Cycle 1: - Colleagues 10/04 - Colleagues may not - Have some colleagues in the same 14/04 have time from 13 high schools in schools/ Different => Tuyen Quang do an online schools + friendly/ open survey on how they often - Google conversa:ons give feedback on students’ forms during break time WRITING performance between classes at => Data analysis school + call for
+ How often do you give sharings from the POSITIVE feedback to teachers involving in students’ writing? + How often do you give the program and NEGATIVE feedback to take notes. lOMoARcPSD|49830739 the students’ writing? + How do you know if students improve their writing based on your feedback? […] Set a specific area of focus - Specific 10/4 – T may not have an
when giving feedback. Link plan 14/04 idea of what focus to the area of focus to the include in each lesson lesson goal. Take notes - Goal: about: Talk to col eagues Grammar + Which area of focus and s:ck to lesson - A students’
should I give feedback to goals/ set out your writing collection this 6me? with teacher’s own goals
+ Is this area of focus feedback
related to my lesson goals? - Col eagues’ 2 advice - Collect students’ Textbook: Global -
Week T may have students’ writing which T gives Success (Unit 8, 1: 17/4 – writing porfolio feedback on students’ 9) 22/4 which contains all of WRITING performance their written work. => using goaloriented - Week T can recognise feedback. 2: Take notes about: students’ progress 24/4 – 29/4 + Which area of focus easily have I given feedback to my students?
+ What changes have I
made when giving feedback to students? - Ask students to rewrite the second version after receiving the feedback - Give feedback 3 to students’ second version lOMoARcPSD|49830739 Ask students to do an - Students in 2/5 – 3/5 - Students may not anonymous questionnaire the same schools/ understand all the of Different schools questions in English. their opinions after - Google => Teachers can receiving goal-oriented forms explain the questions feedback. to Ss in Vietnamese if 4 + What kinds of feedback
do you want to receive from necessary your teachers? + Which aspects in the writing do you want the teachers’ feedback to focus on? […] Data analysis 4/5 – 6/5 Analyze students’ written 5 work and their answers on questionnaires to plan actions for cycle 2. Cycle 2: Textbook: Global -
Week - Students may not - Continue to Success (Unit 9, 3: 7/5 – understand
implement theuse of giving 10) 13/5 feedbacks in positive feedback on English. => students’ written work. - Week Translation if - Collect students’ 4: necessary writing which T gives 14/5 – 20/5 feedback on students’ WRITING performance using goaloriented feedback. 6 Take notes about: + How did students improve their writing based on feedback? + How did they feel after feedback sessions? - Ask students to rewrite the second version after receiving the feedback - Give feedback to students’ second version Data analysis 21/5 – 25/5 - Re-evaluate the effects of 7 giving goal-oriented feedback on students’ written work lOMoARcPSD|49830739 - Self- reflect our prac:ce - Teachers in 25/5 – 27/5 - T may not reflect of giving feedback the same schools/ exactly/ frankly what on students’ Different schools kinds of feedback she/ WRITING - Google he actually gave in her performance by doing a teaching 8 forms survey => Call for => Things to learn from colleagues’ (posi:ve points) / Things observation and need improving (nega:ve comments/ points) notetaking. D. EXPECTED OUTCOMES
What do you expect to learn from your actions?
1. To iden:fy a list of different languages used by col eagues for feedback giving.
2. To be wel aware of how effec:ve/ ineffec:ve it was when T gave feedback.
3. Have a record of areas of focus and a writing collection with T’s giving goal- oriented feedback.
4. Have a record on students’ wri:ng progress aMer receiving goal- oriented, constructive and kind feedback feedback
5. To set a plan that highlights different areas of focus in wri:ng lessons in the next semester. E. METHODS
How will you measure changes in your teaching and students’ learning? What data can help
you see progress or growth (e.g., journal entries, interviewing students, asking students to fill
in a survey, observing students and taking notes, talking to colleagues, talking to students’
parents, using a test, etc.)?
1. Ask col eagues to do an online survey: Google forms
2. T’s self- reflection using online tools: Google forms
3. Keep a record of areas of focus when giving feedback
4. Keep a record of T’s giving feedback
5. Ss’ reflec:on via ques:onaires: Google forms Cycle 1 1. Planning stage
A ques:onnaire was given to the teachers from 13 high schools in Tuyen Quang to know how
they often give feedback on students’ writing performance. AMer having iden: 昀椀 ed the problems,
the researchers made a plan to implement the new technique.
1. Choosing area of focus to give feedback on students’ wri:ng
2. Applying the use of goal-oriented feedback to students’ wri:ng
3. Paying more aXen:on to lower-graded students 2. Ac#on stage
At the implementa:on stage, students were careful y instructed how to write a paragraph.
AMer the prepara:on phase, the researchers chose the topics in the textbook. Students were
required to write a paragraph (100-150 words) about the chosen topics.
Week 1: Wri:ng a paragraph about the bene 昀椀 ts of blended learning
Week 2: Wri:ng a paragraph to suggest some possible solu:ons for air pol u:on. 3. Intervention
The researchers took 20 students’ versions of each school for checking and giving goaloriented
feedback. We focused on their grammar. lOMoARcPSD|49830739
We made observations and kept diaries of students’ written work and their progress. 4. Reflection
The researchers surveyed students to get their opinion about teacher’s feedback and give some
recommendations for the Cycle 2. Cycle 2: 1. Planning stage
After reviewing the first cycle carefully to reformulate the plan for the second cycle, the
researchers continued to implement the use of goal-oriented feedback to students’ wri:ng into the
classroom with two learning topics. 2. Action stage
The topics were used in the second cycle: Protec:ng the environment, Ecotourism.
Week 3: Wri:ng a paragraph about things you should or shouldn’t do to reduce the nega:ve
impacts of travel ing on environment.
Week 4: Wri:ng a paragraph about the bene 昀椀 ts of ecotourism. 3. Observa#on stage
The researchers continued taking 20 students’ versions of each school (they are students in
Cycle 1) for checking and giving goal-oriented feedback.
We made observations and kept diaries of students’ written work and their progress. 4. Reflection
Teachers self- reflect their prac:ce of giving feedback on students’ writing performance and give recommendations.
APPENDIX 1: TEACHERS’ QUESTIONNAIRE NO.1
1. What English level of students are you teaching? A. Elementary (A1, A2) B. Pre-intermediate (A2+, B1) C. Intermediate (B1+, B2)
2. What is the purpose of feedback on your students’ writings? Tick all that apply. A.
To help students improve their writing B. To give marks
C. To inform students about their mistakes
D. To show the teacher’s knowledge
3. Which aspects do you often give feedback on your students’ writings? A. Students’ good points
B. Students’ weak points (mistakes)
C. Both students’ good points and weak points
4. Which aspects in the students’ writing do you focus your feedback on?
A. Form focus (use of vocabulary and grammar)
B. Meaning focus (organization, idea development, coherence and cohesion)
C. Both form focus and meaning focus.
D. The contents or ideas of students’ writings
5. How often do you give POSITIVE feedback to students’ writing? A. Always B. Often C. Sometimes D. Rarely E. Never
6. How often do you give NEGATIVE feedback to the students’ writing? A. Always B. Often C. Sometimes D. Rarely E. Never
7. How often do you ask your students to write reflection about the feedback they received? A. Always B. Often C. Sometimes D. Rarely E. Never lOMoARcPSD|49830739
8. How do you know if students improve their writing based on your feedback?
A. Through their mark in the next writing
B. Through their written performance in the next writing
C. Through their attitude while studying writing skill in class D. Others
9. What should teachers do to improve their practice of giving feedback to help the students
revise their papers more effectively?
(Please write them down)………… ?
APPENDIX 2: STUDENTS’ QUESTIONNAIRE
The purpose of this questionnaire is to improve the teaching of writing. The aim is not to evaluate
your teacher. Recall what you did with the feedback from your teacher and answer as honestly as possible.
1. Which school are you learning? ………….
2. Which class are you in?
3. How old are you?......................
4. Who was your writing teacher this semester?................
5. I found my teacher’s feedback useful Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Please write your reason(s) down (you can write in Vietnamese if you want) …………
6. I liked the way my errors were corrected in this semester? Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Please write your reason(s) down (you can write in Vietnamese if you want) ………………
7. I felt comfortable in feedback sessions Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
Please write your reason(s) down (you can write in Vietnamese if you want) ……………………. lOMoARcPSD|49830739
8. I hope that my English teacher will continue to use this approach to teach English next semester. Strongly disagree Disagree Neither disagree nor agree Agree Strongly agree
9. What kinds of feedback do you want to receive from your teachers? A. Good points B. Weak points (mistakes)
C. Both good points and weak points
10. Which aspects in the writing do you want the teachers’ feedback to focus on? Tick all that you want.
A. Form-based focus (use of vocabulary and grammar)
B. Meaning-based focus (organization, idea development, coherence and cohesion)
C. Both form-based focus and meaning-based focus. D. Meaning-based focus
11. What did you do if you didn’t understand the teachers’ feedback? Tick all that apply A. asked teacher for help B. asked your friends
C. consulted a grammar book or internet
C. consulted the previous writings D. did nothing
12. How many writings did you rewrite after your teacher had returned them to you? A. All of them ( 100% ) B. Most of them ( 70% )
C. Some of them ( 50% )D. None of them ( 0% )
13. How many of your teacher’s comments and corrections did you think about carefully? A. All of them ( 100% ) B. Most of them ( 70% ) C. Some of them ( 50% ) D. None of them ( 0% )
14. What did you like best when receiving feedback on your writings from your teachers?
(Please write them down)………… (you can write in Vietnamese if you want)
15. What did you dislike most when receiving feedback on your writings from your teachers?
(Please write them down)………… (you can write in Vietnamese if you want)
16. What are your recommendations for improving the current teachers’ feedback? (Please
write them down)………… (you can write in Vietnamese if you want) APPENDIX 3:
TEACHERS’ QUESTIONNAIRE NO.2 1. What’s your name? 2.
Which school are you teaching? 3.
Which grade(s) are you teaching? 4.
What genres did your students have to write in the last three months? Choose all
thatapply. A. Paragraph lOMoARcPSD|49830739 B. Essay C. Letters/ Emails D. MessagesE. Others
5. In the past three months, how often did you give students feedback on their writing?
6. How different was your feedback in the last three months?
7. How did your students improve their writing based on your feedback?
8. What did you like best when you changed your way of feedback on students’ writings?
9. What did you dislike most when you changed your way of giving feedback on students’ writings?
10. What change(s) did you notice about yourself as a teacher?
11. If there were two things you want to do to improve the practice of giving feedback, what would you want to do?