The Role of Feedback in Malaysian ESL Secondary School

Classrooms

Wan Mazlini Othman

B.Ed (Teaching of English as a Second Language)

M.Ed (Teacher Training for English Language Teaching)

Submitted in fulfilment of the requirements for the Degree of Doctor

of Philosophy

University of Tasmania

April 2012

i

DECLARATION OF ORIGINALITY

This thesis contains no material which has been accepted for a degree or diploma by

the University or any other institution, except by way of background information and

duly acknowledged in the thesis, and to the best of my knowledge and belief no

material previously published or written by another person except where due

acknowledgement is made in the text of the thesis, nor does the thesis contain any

material that infringes copyright.

Wan Mazlini Othman

April 2012

ii

AUTHORITY OF ACCESS

This thesis may be made available for consultation, loan and limited copying. This

permission covers only single copies made for study purposes subject to the normal

conditions of acknowledgement in accordance with the Copyright Act 1968.

Wan Mazlini Othman

April 2012

iii

STATEMENT OF ETHICAL CONDUCT

The research associated with this thesis abides by the international and Australian

codes on human and animal experimentation, the guidelines by the Australian

Government’s Office of the Gene technology Regulator and the rulings of the Safety,

ethics and Institutional Biosafety Committees of the University.

Wan Mazlini Othman

April 2012

iv

ABSTRACT

This study examined the role of oral corrective feedback in the context of

ESL (English as a second language) in one Malaysian state. Recent studies have

provided empirical evidence to support a positive role for feedback in students’

second language development. However there has also been evidence that suggests

that oral corrective feedback is used in only a limited way in the Malaysian context.

In seeking to understand this limited use of oral corrective feedback,

Malaysian teachers’ views were gained and their classroom teaching behaviours

were investigated. The students’ views on oral corrective feedback were also gained,

particularly in relation to their attitudes and feelings towards the oral corrective

feedback used by their teachers. While most studies have only examined the

teachers’ perspective, it was a feature of the design of this study to also include the

students’ perspectives in order to provide a more comprehensive approach to

understanding the limited use of oral corrective feedback in this context.

The study data were gained from a mixed methods approach of surveys,

semi-structured interviews and classroom observation sessions, collected over five

months in 42 secondary schools in the state of Penang, Malaysia. Of the 172 lower

secondary school English teachers who responded to the questionnaire, 6 also

participated in the interviews and classroom observations. The students’ survey was

completed by 1843 lower secondary school students. The analysis of the qualitative

data was based on a constructivist approach which utilised grounded theory and

coded strategies by thematic analysis; the quantitative data were analysed using

standard statistical analysis procedures (SPSS) to provide descriptive statistics of

frequency distributions, median scores and Chi-square tests.

The main finding from data on the teachers’ perspective was that they shared

similar views on issues related to the use of oral corrective feedback in classroom

lessons. Interestingly, the choice of oral corrective feedback by the teachers in the

observation sessions did not seem to depend on the student oral language error types,

as previous studies had shown. However, there were some variations evident in the

types of oral corrective feedback used for certain error types. A second main finding

of the study was that students actually perceived oral corrective feedback positively.

They felt positive attitudes and feelings towards the error correction received from

their teachers and they were keen to receive more teacher correction.

This study contributes to both the theory and practice of English teaching and

learning within a lower secondary ESL classroom context. It has provided insights

into how English teachers might attend more usefully to their students’ English

learning needs, particularly by extending their use of oral corrective feedback.

v

ACKNOWLEDGEMENTS

The completion of this study would have been impossible without the

involvement of many individuals and institutions to whom I would like to express

my sincere gratitude. My deepest appreciation and gratitude to both my supervisors,

Dr Marion Myhill and Dr Thao Le, for all their invaluable advice, guidance,

motivation and patience throughout this research study. Your warmth supports are

priceless. My thanks are also addressed to Professor John Williamson who gave me

valuable advice and support in completing my methodology chapter at the beginning

of my journey.

Invaluable thanks go to staff in the Faculty of Education, UTAS who have

provided help whenever needed. Many thanks also go to the Ministry of Higher

Education who has granted me with the scholarship, without it, coming to University

of Tasmania is just in my dream. Special thanks also go to the staff of Sultan Idris

Education University, Malaysia especially to the dean of the Faculty of Languages

and Communication and my colleagues who provided support mentally and

emotionally throughout my journey.

To teachers and students of the secondary schools in Penang Island, many

thanks for all the support which has made the data collection manageable than

anticipated, particularly the teachers who actively participated in the interviews and

classroom observations. I have learned many things from them; their expertise and

the challenges as teachers have added to my appreciation towards teaching. Sharing

their expertise and perspectives about teaching has made me realized that being a

teacher trainer in not just training the teachers but understanding feelings and

challenges of teachers also matters.

To my lovely colleagues at Research Higher Degree room whom I shared my

ups and downs with, no words could describe my thanks and appreciation to the

friendship we build; your warm friendship cuddled me each time I felt cold. The

care and love provided especially at the final stage of my thesis writing, when my

family was not with me, had motivated me and boosted my spirit to keep going. The

memory will remain forever.

Finally, my deep appreciation is for my whole family, especially to my mom,

my sisters and my brother, who have encouraged and supported me patiently, despite

all the hardship they went through during my journey; your sacrifices at the final

stage of my journey have made our family bond grew stronger. To my late father,

Othman Hajid, the completion of my PhD study would make him proud. To my

heart and my soul, Wan Nurjazmina and Muhamad Jazman, your laugh and your cry

are the strength to my success. To Norman Abdullah, my beloved husband, thank

you for your constant and loving companion; the completion of this thesis is the most

precious gift for our 10th

wedding anniversary.

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TABLE OF CONTENTS

DECLARATION OF ORIGINALITY...............................................................................i

AUTHORITY OF ACCESS.............................................................................................ii

STATEMENT OF ETHICAL CONDUCT......................................................................iii

ABSTRACT.....................................................................................................................iv

ACKNOWLEDGEMENT.................................................................................................v

TABLE OF CONTENT...................................................................................................vi

GLOSSARY....................................................................................................................xii

LIST OF TABLES.........................................................................................................xiv

LIST OF FIGURES........................................................................................................xvi

LIST OF APPENDICES..............................................................................................xviii

CHAPTER 1. Introduction ........................................................................................... 1

1.1 Introduction .................................................................................................... 1

1.2 English in Malaysia ........................................................................................ 3

1.3 Theoretical Background ................................................................................. 8

1.4 Rationale of the Study .................................................................................. 10

1.5 Significance of the Study .............................................................................. 17

1.6 Research Aims and Objectives ..................................................................... 18

1.7 Research Methodology ................................................................................. 20

1.7.1 Phase I – Quantitative phase .......................................................... 21

1.7.2 Phase II – Qualitative phase ........................................................... 22

1.8 Ethical Considerations .................................................................................. 22

1.9 Limitations of the Study ............................................................................... 25

1.10 Structure of the Thesis .................................................................................. 27

1.11 Conclusion .................................................................................................... 30

CHAPTER 2. Contextual Background....................................................................... 32

2.1 Introduction ................................................................................................... 32

2.2 Education System in Malaysia ..................................................................... 33

2.2.1 Primary school education ............................................................... 33

2.2.2 Secondary school education ........................................................... 34

2.2.3 Curriculum design .......................................................................... 36

2.3 Examination system in Malaysia .................................................................. 41

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2.3.1 UPSR – Primary School Assessment Tests .................................... 41

2.3.2 PMR – Lower Secondary Assessment………………………........42

2.3.3 SPM – Malaysian Certificate of Education .................................... 43

2.3.4 STPM – Malaysian Higher School Certificate ............................... 44

2.3.5 English national examination system ............................................. 45

2.5 Conclusion .................................................................................................... 47

CHAPTER 3. Literature Review ................................................................................ 49

3.1 Introduction .................................................................................................. 49

3.2 Errors ............................................................................................................ 50

3.2.1 Definition of errors ......................................................................... 51

3.2.2 Categories of errors ........................................................................ 53

3.2.3 The significance of error ................................................................ 54

3.2.4 Error analysis .................................................................................. 56

3.2.5 Definition of correction .................................................................. 57

3.3 Learner Uptake ............................................................................................ 59

3.3.1 Types of learner uptake ................................................................. 63

3.4 Corrective Feedback ..................................................................................... 65

3.4.1 Theory of corrective feedback ........................................................ 67

3.4.2 Model of corrective feedback ......................................................... 70

3.4.3 Definition of corrective feedback ................................................... 72

3.4.4 Types of corrective feedback ......................................................... 73

3.4.5 Corrective feedback and teachers’ preferences .............................. 77

3.4.6 Corrective feedback and influential factors .................................... 79

3.4.7 Corrective feedback and learners’ errors ........................................ 86

3.5 Corrective Feedback and Contexts ............................................................... 88

3.5.1 Types of corrective feedback and context ...................................... 88

3.6 The Role of Oral Corrective Feedback ......................................................... 90

3.6.1 Empirical studies of corrective feedback ....................................... 92

3.8 Conclusion .................................................................................................... 98

CHAPTER 4. Research Methodology ..................................................................... 100

4.1 Introduction ................................................................................................ 100

4.2 Research Approach ..................................................................................... 101

viii

4.3 Research Aims and Objectives ................................................................... 103

4.4 Data Collection ........................................................................................... 105

4.4.1 Participants and sampling ............................................................. 108

4.4.2 Quantitative phase ........................................................................ 111

4.4.3 Qualitative phase .......................................................................... 114

4.4.4 Pilot (Sample/Test) ....................................................................... 122

4.5 Data Analysis .............................................................................................. 125

4.5.1 Quantitative data analysis ............................................................. 126

4.5.2 Qualitative data analysis ............................................................... 127

4.6 Validity, Reliability and Credibility ........................................................... 131

4.6.1 Validity and reliability at the quantitative stage ........................... 132

4.6.2 Validity and reliability at the qualitative stage ............................. 134

4.6.3 Triangulation ................................................................................ 136

4.8 Ethical Issues .............................................................................................. 137

4.9 Conclusion .................................................................................................. 138

CHAPTER 5. Quantitative Data Analysis and Results ............................................ 140

5.1 Introduction ................................................................................................ 140

5.2 The Reliability and the Validity of the Questionnaires .............................. 141

5.2.1 SET A: Teachers’ questionnaire ................................................... 142

5.2.2 SET B: Students’ questionnaire ................................................... 143

5.3 Quantitative Data Analysis ......................................................................... 144

5.3.1 Procedure of processing data ........................................................ 146

5.3.2 Types of statistical analysis and data ........................................... 147

5.3.3 The samples .................................................................................. 150

5.4 Results ........................................................................................................ 156

5.4.1 Analysis of the views of Malaysian ESL secondary school

teachers on oral corrective feedback .......................................................... 157

5.4.2 Summary findings of Research Objective 1 ................................. 168

5.4.3 Analysis of the views of Malaysian ESL secondary school

students on oral corrective feedback used by their teachers ....................... 169

5.4.4 Summary findings of Research Objective 2 ................................. 188

ix

5.4.5 Analysis of teachers’ and students’ views on oral corrective

feedback ...................................................................................................... 189

5.5 Conclusion .................................................................................................. 193

CHAPTER 6. Qualitative Data Analysis and Results .............................................. 195

6.1 Introduction ................................................................................................ 195

6.2 Qualitative Data Analysis ........................................................................... 196

6.2.1 Qualitative analysis ...................................................................... 196

6.2.2 Participants and responses ............................................................ 198

6.2.3 The coding processes .................................................................... 200

6.3 Results of the Interview Data ..................................................................... 204

6.3.1 Category 1: Participants’ understanding of feedback, correction

and language error ...................................................................................... 205

6.3.2 Category 2: Participants’ views on general aspects of spoken

error correction ........................................................................................... 208

6.3.3 Category 3: Participants’ views on technical aspects of spoken

error correction ........................................................................................... 212

6.3.4 Category 4: Participants’ views on own classroom practices of

spoken error correction ............................................................................... 216

6.4 Results of the Classroom Observation Data ............................................... 228

6.4.1 What are the types of oral corrective feedback used? .................. 229

6.4.2 What are the types of errors corrected? ........................................ 233

6.5 Conclusion .................................................................................................. 238

CHAPTER 7. Conclusion ........................................................................................ 240

7.1 Introduction ................................................................................................ 240

7.2 Addressing the Research Aims and Objectives .......................................... 240

7.2.1 Examining teachers’ views on oral corrective feedback ............... 241

7.2.2 Examining students’ views on oral corrective feedback .............. 244

7.2.3 Examining teachers’ and students’ views on oral corrective

feedback ...................................................................................................... 247

7.2.4 Investigating the use of oral corrective feedback in the

classrooms .................................................................................................. 249

7.3 Challenges of the Research ........................................................................ 252

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7.4 Educational Recommendation .................................................................... 256

7.4.1 Education system ........................................................................... 256

7.4.2 Pedagogical improvement of ESL/EFL teachers ......................... 257

7.4.3 Professional development of ESL/EFL teachers .......................... 258

7.5 Implications for Further Research .............................................................. 259

7.6 Reflecting on the Research Journey ........................................................... 261

7.7 Conclusion .................................................................................................. 264

Reference ............................................................................................................. 266