Republic of the Philippines

COMPOSTELA VALLEY STATE COLLEGE

Montevista Branch
Teacher Education Department

EXAMINING THE EFFECTIVENESS OF CORRECTIVE FEEDBACK

EMPLOYED BY LANGUAGE TEACHERS DURING VIRTUAL CLASSES

Lorelyn Corage
Joyce Crystal Cagadas
James Aldrin Boncales
2020
 LEGEND:
CHAPTER 1 Erroneous word/s (hence, must be removed/replaced/edited)
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Introduction

The Coronavirus pandemic knows no public outskirt, no sexual

orientation, no status, no races; this inconspicuous foe just straightforwardly
influences us all. To stop the spread of the infection; a worldwide lockdown had
been carefully executed which extraordinarily influenced each nation's
economy and schooling framework. In light of the nonappearance of
conventional face to face education, online academic chances has seen by the
Department of Education as well as Commission on Higher Education in
Philippines as a possible transition for the education system of the nation to
keep up learning progression during pandemic.

Institutions and colleges picked distant learning and virtual classroom as

substitute for the up close and personal lectures. The utilization of various
innovative devices turned into an elective learning stage by the teachers to
have the option to keep on giving learning to their learner's. According to
Gedera, Williams & Wright (2013), online learning environments can offer
learners opportunities for flexibility, interaction and collaboration. With these,
students then again depend on with their own assets as they make progress
toward learning with the utilization of web, TV, and radio. However, challenges
do not just simply be aided. Issues still bring out such as about the quality of
learning students able to acquire; the span of retention from what they have
learned; and the effectiveness of the corrective feedback teachers employed
with e-learning classes.

Feedback is considered one of the most powerful factors influencing learning in

various instructional contexts including digital learning environments (e.g.,
Hattie & Timperley, 2007; Hattie & Gan,2011). Corrective Feedback (CF) can be
given through different arrangements such as verbal, written/composed, or
video. There are two types of feedback: Implicit and Explicit feedback. Implicit
corrective feedback can simply be restating an error-filled response in a correct
format. Explicit feedback would be specifically pointing out why and how the
answer was wrong, followed by an explanation on the correct way to use the
language.

In a diverse classroom environment, it is now anticipated that instructors will

be experiencing diverse sorts of learners. With the usage of virtual classroom, it
is imperative to decide how language instructors address to mistakes
committed by the students as they learn and obtain modern abilities. It is also
important to look over closely on how language instructors make positive
learning environment whereas optimizing directions viability.

In spite of the significant growth and interest in e-learning (Bell &

Federman, 2013; Nagel, 2010; Rivera & Rice, 2002), positive outcomes are not
ensured in all contexts (Alexander, 2001). In view of this, some researchers
have shown uncertainties about technology transforming teaching and learning
(Lee, 2006; Romeo, 2006; University of Washington, 2013) and the pedagogic
values of online learning (OECD, 2005). Some studies also showed difficulties
arisen when giving feedback in teaching learning process. Gibbs & Simpson
(2004) showed the difficulties arisen such as when deciding which is the
adequate feedback and which the best way to make it available to the
students, since student’s students aim is to do his/her best in developing
his/her learning process.

Throughout this crisis, this study was developed to investigate better

approaches that would determine the most effective corrective feedback to be
employed by language instructors for developing information and upgrading
instructing and learning encounters outside the four walled classrooms.
Espasa (2008, 2010), Guasch, Espasa and Álvarez (2010) and Álvarez, Espasa
and Guasch (2011), are just one of those few authors that up until now studies
the aspect of virtual learning environments.
With the approach of more modern instructional innovation, mechanized
frameworks of guidance can naturally assess an understudy's reaction and give
input without intervention from an instructor.

*discuss the research gap/problem situation clearly

Purpose of the Study

The purpose of this study is to determine the effectiveness of corrective

feedback employed by language teachers during virtual classes in Compostela
Valley State College Montevista Branch Davao de Oro.

Throughout the study, the researcher was aiming;

 To investigate the type of corrective feedback employed by the language

teacher’s in Compostela Valley State College, Montevista Branch to
students during virtual classes.
 To study students’ attitude towards the corrective feedback used by the
language teacher’s during online class.
 To determine the most effective feedback to be used by the language
teacher’s during virtual classes.
 To evaluate the importance of corrective feedback to English language
learners

*simplify

Research Questions
 Does corrective feedback employed by language teachers during virtual
class encourages learner’s active participation?
 Which type of corrective feedback displays evident effects on the learners
that are either delayed or immediate?
 What are the factors affecting the effectiveness of the corrected feedback
employed by language teachers?
  What are the corrective feedback strategies employed in language
classes?
 Perspective/insights from the students/teachers (effectiveness)

*who are the participants of the study?

*what data gathering procedure will be used?
*instrument?
*** PROBLEM: we cannot really determine the level of effectiveness of the
corrective feedback employed in language classroom if we have not tested
the students’ skills/performance after employing those CF strategies

Theoretical Lens

Significance of the Study

This study would be beneficial to both internal and external stakeholders

of both secondary and tertiary schools to enlighten or guide them towards the
utilization of virtual classroom as a possible transition for the education
system of the nation to keep up learning progression during pandemic.

The outcomes of this study can guide the school system administrators
because the agency would have the chance evaluate the most effective
corrective feedback to be used by the language teachers that would encourage
learner’s participation in spite of the hardships encountered because of some
internal and external factors affecting education. This would also somehow give
those discernments and the support they need, reequipping and up-skilling
opportunities for them to performed well the tasked mandated by the
Department.

The language teachers, they can be provided with possible assistance

with the common challenges they encountered in making assessments through
virtual interaction. Also, the intervention plan framed in this study can provide
the opportunity to enhance their competence in the utilization of online
platform as new learning environment and ease out the difficulties they
encountered in the operation. Along this line, the study would help them
sought for alternative solutions and/or intervention schemes to help in the
operation of assessing students and give input without intervention.

The Department of Education as well as the Comission on Higher Education

would also benefit from this study because it can make relevant intervention to
the teachers who are the end user of this new innovation.

The learners, they shall benefit the interventions formulated by the

language teachers in the different levels of the department based on the
accurate information given into the LIS.

Definitions of Terms

The following terms used in this study are defined operationally for clarity and
common frame of reference.
 Virtual Classroom- a virtual classroom is a digital learning environment
that allows teachers and students to connect in online in real time.
Virtual classrooms utilize video conferencing, online whiteboards and
screen sharing to allow educators to hold live lectures, virtual office
hours, and discussions with students in an interactive setting. Virtual
classrooms are meant to replicate the experience of physical classrooms,
with the added benefits of file sharing, instant feedback and interaction
and are ideal in distance learning situations.
 Corrective feedback- a Corrective feedback is a form of performance
feedback used to improve student achievement. Teachers provide
feedback to students to reinforce expectations and to correct student
errors during lessons. Feedback is often noted as the single most
powerful tool available for improving student performance, and more
than seven meta-analyses conducted since 1980 support this claim.
  Participants- participants refers to the language teachers and third year
English-major students of Compostela Valley State College, Montevista
Branch in Davao de Oro.

Limitation and Delimitations of the Study

This study was delimited to determine the implementation and

challenges encountered by the teachers and students upon the unforeseen
transition of the education system. The study is mainly focus on determining
the kind/type of corrective feedback language instructors employed and how
effective the corrective feedback employed to language learners during online
classes. The scope area of the study is within the language teachers and the
third year English-major students of Compostela Valley State College (CVSC),
Montevista Branch in Davao de Oro. The study is conducted through virtual
interview with the participants. The demographic profile and the socio-
economic condition of the school/community where the participants taught
and studies were included in the study.

This study, discusses the corrective feedback employed by the language

teachers of (CVSC) within Poblacion Montevista Davao de Oro and not for
different places. Furthermore, it only attempted to identify the needs of the
group concerned; Explanations or reasons for these needs were not concerns of
this study.