EDUCATIONAL FEEDBACK IN ENGLISH LANGUAGE LEARNING: SENIOR HIGH

SCHOOL STUDENTS’ PERCEPTIONS ON THEIR TEACHERS’ FEEDBACK DURING

DISTANCE EDUCATION AND ITS IMPACT TO THEIR ACADEMIC
PERFORMANCE

Maria Mystica N. Teodoro

Master of Arts in Education Major in English

THEORY

The concept of the zone of proximal development (ZPD) which is generally considered the core
of Vygotsky’s theory of learning is often interpreted as the distance between what a learner can
do without help, and what they can do with support from someone with more knowledge or
expertise.

Hattie (2009) synthesis systematic literature review of 1 2 earlier Metanalyses amalgamated 196
studies and 6972 effect size, and concluded that “feedback had a powerful effect on learning
outcomes”.

Feedback in education is vast term that denotes to a response about a pupil’s performance of task
and is used as the hinges on academic improvement (McLaughlin, 1 992)

Teacher feedback has been regarded as one of the most powerful influences on student learning
and achievement (Sadler, 1998)

Black and Wiliam (1998) concluded, "the provision of challenging assignments and extensive
feedback lead to greater student engagement and higher achievement"
REFERENCES

Aslam, R., & Khan, N. (2020, November). constructive feedback and Students’’ academic
achievement: a theoretical framework. Researchgate. Retrieved October 23, 2021, from
https://www.researchgate.net/publication/346439698_constructive_feedback_and_Studen
ts’’_academic_achievement_a_theoretical_framework

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education,
5(1), 7-75.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to
achievement. Abingdon, England: Routledge.

Gan Z, An Z and Liu F (2021) Teacher Feedback Practices, Student Feedback Motivation, and
Feedback Behavior: How Are They Associated With Learning Outcomes? Front.
Psychol. 12:697045. doi: 10.3389/fpsyg.2021.697045

McLaughlin, T. F. (1 992). Effects of written feedback in reading on behaviorally disordered

students. The Journal of Educational Research, 85(5), 31 2-31 6.

Sadler, D. R. (201 0). Beyond feedback: developing student capability in complex appraisal. Assessment
& Evaluation in Higher Education, 35(5), 535-550.