1.

TITLE
Title: Improving Speaking accuracy through self-correction in
IELTS Speaking Part 1 of English - majored juniors at Sai Gon
University
Rationale:
2. RESEARCH QUESTIONS/OBJECTIVES
Is an IELTS test candidate likely to use the target language more
correctly in the successive and subsequent trials based on his self-
correction of the errors?
3. METHODOLOGY
a) Research approach: The researchers used a single participant
who was an English - majored junior at Sai Gon University
preparing to take the IELTS test. The researchers also
conducted a semi-structured interview with the participant to
elicit his opinions and perceptions about the self-correction
process. Mixed methods (quantitative + qualitative)
b) Research method: Action Research
c) Research site: Sai Gon University
d) Research sample/participant: an English – majored junior
e) Research instrument (show instrument outline in detail):
Speaking test trial:

Semi-structured interview:
Question 1
 First one is…..you know after each speaking task, you
transcribed your speaking, and corrected your own errors. Did
you find this self-correction useful or not?
Question 2
You know after each trial; I told you about lecturers’ feedback.
Did you find the feedback useful?
Question 3
Finally, have you found yourself more aware of the areas you
need to improve when it comes to IELTS speaking Part 1?
Can you give me an example? Can you elaborate which areas
do you need to improve?
f) Data collection & analysis procedure:
Speaking test trial that consists of the following steps:
1. The participant is given 2 speaking question from the
IELTS speaking part 1.
2. The participant’s spoken response is recorded and saved
as an audio file.
3. The participant is asked to listen to his own response and
identify any errors he made in terms of lexis, elaboration, and
structure.
4. The participant is asked to correct his errors and write
them down on a paper.
5. The participant is asked to reflect on his performance and
improvement and write a short paragraph on a paper.
 6. The participant’s spoken response is rated by two
lecturers in Faculty of Foreign Language, Sai Gon University.
7. The lecturers provide written feedback to the participant
on his strengths and weaknesses in his response.
8. The lecturers provide oral feedback to the participant and
discuss his errors and corrections with him.
Semi-structured interview revealed three main themes based
on the participant responses to the questions:
Discovery learning:
Importance of lecturers’ feedback:
Metacognition:
4. REFERENCES
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