Appendix 1 Title: Written feedback in multiple-draft composition classrooms: Teachers practice of giving

feedback and its effects on students progress in writing (An investigation among four teachers and ! students from four "re-intermediate classes in #eneral $nglish program at %nternational &chool' (ietnam )ational *niversit+, &urve+ -uestionnaire for Teachers I am Nguyen Thi Thu Trang from K18, Post Graduate Department, Hanoi University. This survey uestionnaire is designed for my study entit!ed "Teachers practice of giving feedback and its effects on students progress in writing. An investigation among four teachers and 60 students from four Pre-intermediate classes in General nglish program at !nternational "chool# $ietnam %ational &niversit'(. #our assistan$e in responding the fo!!o%ing uestions %ou!d ma&e a great $ontri'ution to the $omp!etion of my graduation paper. #ou are assured that you %i!! not 'e identified in any dis$ussion of the data. Please answer the following questions by circling the answers that apply to you or expressing your ideas in the given blanks. Part 1: Teacher preferences for and difficulties in providing written feedback 1. (hi$h approa$h to tea$hing %riting do you app!y in your !essons) A *. Pro$ess approa$h %hi$h fo$uses more on pro$ess of %riting from pre%riting, drafting, revising to eva!uating. +. Produ$t approa$h %hi$h fo$uses more on the fina! produ$t. ,. (hen providing feed'a$& to students- %ritings, you often fo$us on. A' . *. /orm of %riting. grammar or me$hani$ mista&es su$h as spe!!ing, pun$tuation, et$. +. 0ontent of %riting. organi1ation, ideas, et$. 0. None of them. I on!y give mar&s. 2. (hi$h of the fo!!o%ing statements 'est des$ri'es your $urrent feed'a$& giving) . *. I $orre$t a!! the errors e3isting in students- %ritings. +. I on!y se!e$t $ertain types of errors e3isting in students- %ritings to $orre$t. 0. I do not $orre$t any errors e3isting in students- %ritings. D. 4thers 5p!ease spe$ify677777777777777..77777777777 777777777777777777777777777777777777 8. Ho% often do you use these fo!!o%ing forms of giving feed'a$&) )Please put a tick into the appropriate bo*es+

*!%ays *. ;uestions 5i.e. %hat do you mean)6 +. 9tatements 5i.e. this senten$es is not $!ear6 0. Imperatives 5i.e. give more e3amp!es6 D. =3$!amations or praises 5i.e. good6 =. Under!ining or $ir$!e the

4ften

9ometimes <

:are!y Never

< < < < <

mista&es /. Giving $orre$tion $odes G. 4thers 5p!ease spe$ify6

>. Ho% often do you use these types of feed'a$&) )Please put a tick into the appropriate bo*es+ *!%ays *. Indire$t feed'a$&. on!y points out the mista&es and !ets students < $orre$t themse!ves +. Dire$t feed'a$&. points out the mista&es and $orre$ts them a!! for students 0. Positive feed'a$&. fo$uses more on strengths and praises for students%or& D. Negative feed'a$&. points out students- %ea&nesses =. Te3t?spe$ifi$ feed'a$&. gives feed'a$& %ithin the te3t %here pro'!ems o$$ur /. Genera! feed'a$& gives genera! $omments G. @argin feed'a$&. provides < < < < < 4ften 9ometimes < :are!y Never

feed'a$& on the margin %here pro'!ems o$$ur H. =nd feed'a$&. provides feed'a$& at the end of students %riting I. 4thers 5p!ease spe$ify6 <

A. *t %hi$h stage of the %riting pro$ess do you give %ritten feed'a$& to your students- %riting) )'ou can choose more than one option+ A' .' / *. Pre%riting stage 0. :evising +. Drafting D. =va!uating

B. (hi$h of the fo!!o%ing diffi$u!ties do you en$ounter %hen providing %ritten feed'a$& to students- %riting) )'ou can choose more than one option+ A' .' / *. It ta&es a !ot of time and effort to give $omments +. There are too many papers to mar& 0. 9tudents ma&e too many mista&es D. 9tudents do not read tea$her-s $ommentsC they on!y !oo& at the mar& given. =. 4thers 5p!ease spe$ify6 7777777777777777777777777... 777777777777777777777777777777777777 Part 2: "rogress made b+ #$ students in writing 8. In your opinion, in genera! ho% mu$h progress do you thin& students $an ma&e after re$eiving tea$her %ritten feed'a$&) 0 *. * great dea! +. * fair amount 0. Not mu$h D. None

!f 'ou choose A or ,# please go to -uestion .. !f 'ou choose / or 0# please go to -uestion 10. D. (hat &inds of improvements do students ma&e after re$eiving tea$her %ritten feed'a$&) )'ou can choose more than one option+ *. They get higher mar&s on the ne3t drafts +. They ma&e fe%er mista&es on the ne3t drafts 0. They do not get any mista&es on the ne3t drafts D. They $an $orre$t a!! the grammati$a! and me$hani$ mista&es that the tea$her points out =. They $an revise the $ontent and the organi1ation suggested 'y the tea$her /. 4thers 5p!ease spe$ify677777777777777777777.77777 77777777777777777777777777777777777.. 1E. If students ma&e no or not mu$h progress in their %ritings after re$eiving tea$her %ritten feed'a$&, %hat are their pro'!ems) )'ou can choose more than one option+ B, C, *. They get the same or even !o%er mar&s as $ompared to the previous drafts

+. They ma&e the same mista&es as $ompared to the previous drafts. 0. They ma&e no $hanges and even get more mista&es on the ne3t drafts. D. They $annot $orre$t a!! the grammati$a! and me$hani$ mista&es that the tea$her points out =. They $an not revise the $ontent and the organi1ation suggested 'y the tea$her /. 4thers 5p!ease spe$ify677777777777777777777.77777. 77777777777777777777777777777777....777 "art 1: Teachers suggestions for further improvement. 11. (hat are your suggestions to improve the use of providing %ritten feed'a$& and he!ping students improve their %riting) P!ease spe$ify Introdu$e $orre$tion $odes to students and use them as often as possi'!e in your providing %ritten feed'a$&. *s& students to %rite first draft, se$ond and even third draft. *s& peer $orre$tion for students- drafts If you have any uestions $on$erning the resear$h or shou!d any pro'!ems arise, fee! free to $onta$t me. Nguyen Thi Thu Trang =mai! address. autumnheart8BhtFyahoo.$om Phone num'er. EDBDE1BA1E Thanks again for 'our support2