Convergence and Divergence in Feedback Practices from Grade 7 English Teachers

Loren Mae E. David, Joana T. Fajardo, Via Nicole P. Gonzales

Rodelyn G. Ranay, Glenda Mae DT. Sending,
and Cherrylyn R. Victorino

Bulacan State University

City of Malolos, Bulacan, Philippines

Bio Data

The authors are senior students in the College of Education at Bulacan State University,
Philippines. They are pursuing Bachelor in Secondary Education majoring English.

Abstract
Feedback is giving information as a response to improve learner’s performance. Many
researches have revealed that feedback has high level effect on student’s learning process and
achievement. Several studies highlighted written corrective feedbacks emphasizing that
written compositions are more ignored in language teaching and learning process, this results
to somewhat putting aside on teacher’s communicative feedback malpractice as in
accordance to Özürk’s (2016) study that sometimes, teachers ignore oral errors and forget
giving feedbacks due to lack of knowledge in feedback practicing and unwillingness. This
qualitative research study investigates the feedback techniques commonly applied in
Philippine ESL class utilizing true experimental design. Howard Gile’s (1970) two types of
Speech Accommodation Theory (SAT): convergence and divergence, its practices,
precautions, and efficiency were the foci. Five (5) Grade 7 English teachers in Marcelo H.
Del Pilar National High School (MHDPNHS) participated in the semi-structured interview,
four (1) teachers wrote their answers to the questionnaire provided by the researchers and
one (1) teacher requested to only record his voice; the voice record was transcribed verbatim.
The interview answers were interpreted using narrative analysis. The results demonstrated
that both convergence and divergence approach can build a good rapport, motivation and
confidence depending on use considering the students’ diverse background like the culture,
intellect level, sensitivity and age.
Key words: Convergence, divergence

Introduction
Feedback, as defined by Oxford dictionary, is information about reactions to a person’s
performance which is used as a basis of improvement. Feedback may encourage the receiver
to accept, reflect, learn from it, and finally make changes for the betterment of his
performance. Co-students, parents, and mostly teachers could give feedback to a learner.
Teachers’ feedback in an actual classroom setting has a very high effect on learning
(Education Endowment Foundation, 2017). It could help the learner’s performance to
improve or worsen. Several studies proved that teachers’ feedback has powerful influence on
student’s learning process for it affects achievement and learning behaviour (Nie, Zhou, &
Chua, 2013; Campbell-Mapplebeck, 2017; Pankonin & Myers, 2017; Masantiah, et al.,
2018). According to Nie Youyan (2013), Psychological Studies Academic Group researcher,
teachers should be mindful when giving feedback to their students in order to protect and
enhance, rather than decrease students’ motivation in learning. In this case, teachers must be
critical in feedback practices in the learning environment as an agent of efficient learning.
In language teaching, communicative feedback enhance non-native speakers’ second
language (L2) acquisition by providing a model of ‘correctness’ (Kirgoz and Agcam,
2015:575). Majority of Filipino students are anxious when uttering their L2, which is English,
especially during public speaking or recitation for the fear of embarrassment; and it’s the
English teachers’ primary role to minimize language anxiety of his learners by giving
acceptable yet correct feedback. The teachers’ speaking attitude towards the learner while
giving feedback should be considered for it influence the way he talks (English Language and
Linguistics Online, n.d., Holmes, 2008). Therefore, the researchers take into account a social
psychological approach to language variation, the Accommodation Theory or Speech
Accommodation Theory (SAT) of the British language psychologist Howard Giles (1970).
This venture aimed to find out which feedback mechanism is more practiced by Grade
7 English teachers to promote positive reinforcement on L2 proficiency of their learners—
convergence or divergence approach—and which is more effective to give awareness on
future language teachers to avoid feedback malpractice when they are in the actual L2
teaching field already.

Method
The true experimental design on the qualitative research methodology will be used in this
study, which the emphasis is put on the natural setting and the point of views of the research
informants. Additionally, special consideration is given to the researcher as person. The
process of qualitative research involves emerging questions and procedures. Data typically
collected in the participant's setting, data analysis inductively building from particulars to
general themes and the researcher making interpretations of the meaning of the data. The
final written report has a flexible structure. Those who engage in this form of inquiry support
a way of looking at research that honors an inductive style, a focus on individual meaning
and the importance of rendering the complexity of a situation (adapted from Creswell. 2007).

Subjects
To truly identify the feedback practices, the researchers went to MHDPNHS to interview
Grade 7 English Teachers. There are five (5) informants who joined the interview.

Research Instrument
To provide and gather as much informative and relative evaluation, semi structured interview
was done by the researchers. These are interviews that use an interview protocol to help guide
the researcher through the interview process. While this can incorporate conversational
aspects, it is mostly a guided conversation between the researcher and participant. (Adapted
from Complete Dissertation by Statistics Solution) They also used interview guide approach
where topics and issues covered are specified in advance. They formulate set of questions
that they will ask to the informants. It is consist of five questions wherein the researchers can
also give follow up questions when they are not satisfied to the answers of the participant.

Data Collection
Before conducting the study in the respective school, the researchers asked permission to the
school principal to conduct an interview with the Grade 7 English teacher informants. Upon
the approval of the principal interview was conducted by the researchers. The Grade 7
English teacher informants were given a chance to choose between written or oral interview.
Four (4) Grade 7 English teacher informants choose written interview while one (1) Grade 7
English teacher participant chose an oral interview. The Grade 7 English teacher informants
were not informed of the purpose of the study but were assured of the confidentiality with
which their answers are to be treated. No incentives were offered to the respondents.
Data Analysis
The informants’ answers to the interview were interpreted using the narrative analysis.
According to Nicholas Walliman (2011), this form of analysis is aimed at extracting themes,
structures, interactions and performances from stories or accounts that people use to explain
their past, their present situation or their interpretations of events. The data, which is
primarily aural, is collected by semi- or unstructured interviews, participant observation or
other undirected methods. The narrative is analyzed for different aspects, such as what is said
rather than how, or conversely, the nature of the performance during the telling, and perhaps
how the storyteller reacted with the listener(s). Alternatively, the structure of the story is
inspected. All this is done in order to reveal the undercurrents that may lie under the simple
narrative of the story. (p.142)

Results
Convergence refers to the process through which an individual shifts speech patterns in
interaction so they can closely resemble the speech patterns of each partners. Most of the
participants interviewed used Convergence in their feedback practices. The participants
adapted their feedbacks based on the students’ communicative behaviors to make them feel
comfortable and reduce the students’ level of anxiety in learning the L2. The participants
gave feedbacks in such a manner that were adapting to the language level of the students. The
participants used feedbacks that were casual and laid back to accommodate the level of
intelligence of the students. The feedbacks were structured to improve the social dynamics
and interpersonal relationship between the participants and students. The table below shows
how Convergence takes place in the feedbacking practices of Grade 7 English Teachers in
MHDPNHS

Table 1.
Convergence in Feedbacking
Area of Focus Verbatim Response Themes
1. How do you give The feedbacks were used to build a rapport between the teachers Building rapport between
feedbacks to students? and students. The participants used feedbacks to bridge the gap Teachers and students
(I1:, I2:, I4:, I5) and improved the communication between the teacher and
students.
2. What are the common The feedbacks improved the discourse between the participants Decreases the anxiety level
responses of your and their students. As the teacher expressed positive feedbacks, of students in learning the
learners when you give it resulted eagerness of the students to learn more, by being L2
feedback? interested and motivated in participating in the class. Moreover,
 (I1:, I2:, I4:, I5) the feedbacks given decreases the anxiety level of students in
learning the L2.
3. Do you agree that The feedbacks gave students a sense of accomplishment
giving feedbacks to and encouraged them to work with a goal in mind.
The participants and the students shared cooperative Enthusiasm in learning the
students improve their
L2
behavior and mutual agreement on their discourse. As the
academic performance?
How and Why? teacher expressed feedbacks, it gave students enthusiasm
(I1:, I2:, I4:, I5) to learn more, by being interested and motivated in
participating in the class.

4. Have you ever . The participants were careful on giving negative feedbacks Rephrasing words
experience giving because the students might feel, hopeless, useless and in giving negative feedbacks
negative feedbacks? unbecoming to their classmates.
Could you please share
your insights?
(I1:, I4:, I5)
5. Has the cultural, The participants recognize diverse background of every learner Recognizing Students’
language and personal when they gave feedbacks.. They believe in fairness in all aspect diverse backgrounds
background of any in evaluation. A single approach is not applicable to everybody
student come in your because they have diverse backgrounds
way when you give
feedbacks?
(I2:, I4:, I5)

Feedbacks of Teachers. An analysis of the teacher’s feedbacks to students

Building Rapport between teacher and students

The feedbacks were essential in breaking the ice and improving the relationship between
teachers and students. The feedbacks were utilized by the participants as a way of
establishing rapport and building connection with the students.

Common Responses of Learners on Feedbacks. An analysis on students’ response on

teachers’ feedbacks
Decreases the anxiety level of students in learning the l2
The feedbacks given by the participants reduces the students’ anxiety and fear of negative
evaluation in learning English. The feedbacks of the participants encouraged the students to
be comfortable in speaking and learning English.
Feedbacks as a tool for improving students’ academic performance
An analysis on how feedback helps in the improvement of students’ academic performance

Enthusiasm in learning the L2

Giving feedbacks improve the rate and success of students in learning the target language.
The feedbacks given made students developed a positive mindset in learning the target
language as a result students were more attentive and motivated in studying L2.

Experiences and Insights of Teachers in Giving Negative Feedbacks

An analysis on teacher’s viewpoints regarding giving negative feedbacks to students

Rephrasing words in giving negative feedbacks

The participants rephrase their words when giving feedbacks to avoid hurting the students’
feelings. Rephrasing words reduces the tension and softens the discourse between participants
and students. Rephrasing words can soften the harsh words and makes negative sound
positive.

Feedbacks of teachers in terms of the cultural, language and personal background of

students
An analysis on the impact of cultural, language and personal background of students in
giving feedbacks.

Recognizes students’ diverse backgrounds when giving feedbacks

The participants were very careful when giving feedbacks they recognized the diversity of
every learner. The participants accommodated and modified their speech and patterns based
on the students’ cultural language and personal background. The participants allows students
to retain cultural language and background to retain their identity providing a much richer
communicative experience.

Divergence refers to the instances in which individuals accentuate the speech and non-
verbal differences between themselves and their interlocutors. The speaker linguistically
moves in the opposite direction in order to make his/her speech sound more unlike with the
person he she is talking to (people.uncw.edu). When teachers give feedbacks in such a
manner that are distinct to the language level of the students’ divergence accommodation
theory transpired in the feedback practices. The participants used feedbacks that were serious
and professional accentuating the difference of speech between the participants and students.
The feedbacks were structured in a way that students will know their boundaries and respect
the teachers’ authority inside the classroom. Furthermore, the focus of the feedback is
building the interpersonal communication of students. The table below shows how
Divergence takes place in the feedbacking practices of Grade 7 English Teachers in Marcelo
Del Pilar National High School.

Table 2.
Divergence in Feedbacking
Area of Focus Verbatim Response Themes
1. How do you give The feedback was neutral and the focus was not on the use Neutral feedback
feedback to students? of praises.
I3: If the students have high grades they were informed on the Honest feedback
other hand if their grades were not satisfactory, the
participant gave an honest feedback that pointed out their
flaws.

2. What are the The feedbacks given were upfront and honest. It challenges Straightforward feedbacks were
common responses of them to correct their mistakes acknowledged
your learners when The students acknowledged their errors and challenge Errors as challenge
you give feedback? themselves to perform better
I3:

3. Do you agree that There were significant improvements on the students’ Process Awareness
giving feedbacks to academic performance, they became aware on what process Evaluating performances
students improve that they should do to improve their grades and how to
their academic evaluate their performance
performance? How
and Why?
I3:
4. Have you ever The participants experienced giving negative feedbacks not Constructive Criticism
experience giving to belittle students but to make them see what is right and
negative feedbacks? what is wrong. The participant did not sugarcoat comments
Could you please to please students. The purpose of giving negative feedback
share your insights? is for students not to commit the same mistake
I3:
5. Has the cultural, There was no correlation in giving feedbacks and cultural, Every students were unique
language and language and personal background of students. However
personal background participants recognized that every students were unique and
of any student come have their own skills and talent.
in your way when
you give feedbacks?
I3:
Feedbacks of Teachers. An analysis of the teacher’s feedbacks to students

Neutral and Honest Feedback

The participant expressed an honest feedback and neutral feedback in pointing out the
deficiencies of the students that was being observed. That kind of feedback was acted for
building equality and fair treatment of every student inside the classroom. In general, praises
were not over bearing and errors and mistakes of students were corrected.

Feedbacks as a tool for improving students’ academic performance

Straightforward feedbacks were acknowledged

The participants did not use any sugar-coating words in addressing the problems of the
students that were needed to be corrected. It may help the students to figure out what they
have been doing wrong and avoid mistakes in the future.

Errors as challenge
The students took the criticism of the teacher as a challenge, it helped them to figure out what
they did wrong and find a solution to correct their failures.

Experiences and Insights of Teachers in Giving Negative Feedbacks

Process Awareness
The participant used divergence to help students identify themselves. As a result students
were able to make sense of things based on their own experiences and abilities. Also the
students had greater sense of awareness on their academic performance

Evaluating Performances
Giving straightforward feedbacks to students has a big impact on the process of learning. It
served as a guide to the students to know the areas that they needed to improve. The students
were able to assess themselves as the teacher directly tell them specifically what are the
problems regarding their performance.
Experiences and Insights of Teachers in Giving Negative Feedbacks

Constructive Criticism

When negative feedbacks were used appropriately, it could have been a positive effect the as
positive feedback. The participant used negative feedback purposively, for the students to
change their behavior.

Feedbacks of teachers in terms of the cultural, language and personal background of

students

The teacher used feedbacks for the whole class, regardless of the individuality of the students.

Discussion
Feedback according to Fonseca et al. (2015) as they cited (Sadler, 1989) is the result or
outcome of how we perform and its use to offer information associated to the acquisition and
comprehension of a particular subject. Giving feedback in response to the students answers
results to various consequence that will either improve or deteriorate a students’
performances. Feedback practices, categorized as convergent and divergent according to how
they are applied inside the classroom were emphasized in order to show how each practices
may or will affect a student’s performance. As cited from Giles and Powesland (1997) by
Humanitas, convergence refers to the act of adjusting our speech towards other as sign of
signal in group solidarity (p.16). Divergence on the other hand refers to the type of approach
based on a constructivist idea where in students are encouraged to operate as dynamic co-
agents of the classroom (Mapplebeck, 2017). These two types of feedback affect the
students’ motivation according to the teachers who responded. Bashir, Kabir and Rahman
(2016) quoted from David J. Nichol and Debra M. Dick, (2006) that motivation and self-
esteem contributes a vital role to students’ performance as they assist them to apprehend self-
regulation where failure mostly occurs. Feedback takes place when it comes to providing
evidences about the achievement and progress of the student instead summative test with
high stake which only focus to provide evidence about success or failure or how students
compete with their peers.
Most of the grade 7 English teacher’s participants say that convergence feedback is
more effective than divergence based on the result given above, wherein it is a way where a
person tends to reduce their social differences towards other people. However, divergence
also creates motivation for some students who are seeking to know their errors or their
weakness so that they would be able to improve themselves the next time they will give
answers.
Furthermore, in giving convergence feedback, the teacher used to praise the student
such as “very good!” and “excellent!” whenever he/she gave the correct answer. These
words boost the students’ motivation to participate more in every class discussion. In
contrast, whenever a student gave the wrong answer, by using convergence feedback, the
teacher still recognize the effort of the student to participate.
While divergence feedback is more likely given in a situation when the teacher wants to
improve the academic skills of the student, wherein he/she does not give praises such as
“very good” instead, he/she will let them know their wrongs. In addition, divergence
feedback decreases the motivation of some average students because they seem more
intimidated with their teacher and so the relationship between them is not likely built unlike
in convergence feedback.

References
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