IMPRESSIONS OF 2ND YEAR UM-BTTE STUDENTS ON TEACHERS

ORAL CORRECTIVE FEEDBACK

A Research Paper
Presented to Professor Neje Rose Rodriguez
as a Requirement for the subject
English 201(12:30-1:30)

Presented by:

John Philip P. Aballe

Marianne Mae Villarba

Roachanne Sadaba

October 2015
 ACKNOWLEDGMENT

This research study had been successfully undertaken because of the

assistance and support given by various individuals and entities. Thus, the

following are hereby acknowledged for their contributions to the study:

The 40- participative 2nd Year BTTE students for their time and perseverance to

answer the questionnaires that were given.

To Ms. Decemie R. Aballe who gave us some useful ideas to make and conduct

this research study.

To the family of the Researchers: Mr. and Mrs. Aballe; Mr. and Mrs. Sadava; Mr.

and Mrs. Villarba for their heartfelt support for both financial and spiritual.

To our Instructor for her advices and some insights as well as checking of our

works.

And most especially to the Almighty Father who always gave us strengths to

continue our job and finished this research study with a full perseverance.
 TABLE OF CONTENTS

TITLE PAGE i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iii

CHAPTER Page

I. INTRODUCTION 1

Background of the Study 1

Definition of Terms 3

Theoretical and Conceptual Framework 4

II. Scope and Delimitation 5

Survey Questionnaire 6

III. Results and Discussion 7

Results of Descriptive Statistic 7

Graphical Presentation 8

IV. Conclusion and Recommendation 11

Summary of Findings 11

Conclusion 11

CURRICULUM VITAE
 Introduction

Background of the Study

Feedback is one of the important classroom activities for both teachers and

students where it works as a motivational tool by letting learners knows how they

are doing in class BobNsimba Fungula (2005). On this sense we all know that

feedback really exists on every classroom setting as a tool for the instructor to let

his/her students be guided on their individual performances. In addition to, Sheen

(2011:32) develops the idea and believed that feedback should be provided

regardless of whether the learners response is correct or incorrect.

But it must be clear for all that feedbacks are general term for responses

whether positive or negative. Corrective Feedback on the other hand refers to the

teachers signals to the learners to show that there is an error or mistakes that need

to be corrected. Sheen (2011:133-132) stresses the differences between a

feedback and a corrective feedback where he alleged that a corrective feedback

denotes that there is really an error or mistakes that should be modified whereas a

feedback is a source of encouragement that needs to be given. Under corrective

feedbacks we have both written corrective feedback and also the focus of this

research, the ORAL CORRECTIVE FEEDBACK.

You may directly think that an oral corrective feedback is a feedback or

criticism which is given directly or orally by the instructor. It is an immediate signal

for you to know that there is something wrong from what you are currently saying

and for that you need to stop your speech and listen for the instructors OCF.

From the investigation conducted by Schulz 2001 with regards to the oral

corrective errors for both US and Columbian Students, he knew through a survey
that both culture (the US and Cambodia) students believes that teachers are

expert knower whose role is to explain and provide feedback. Also he found out

that majority (94%-95% of the total student surveyed) for both US and

Cambodian student articulating their preference to teacher to correct their oral

errors during classes knowing that they can learn through their mistakes.

However many scientific studies and surveys were sprouted dealing with the

different effects of OCF to the students. One of that is from Mohamed Elsaghayer,

who found out evidence about the psychological effect of feedbacks to the students.

Also the works of Karim & Ivy, 2011 and Ellis, 2008; Anusiene, 2012; and Allah

Brandt, tried to identifies the different effects of OCF into both mental and social

aspect of a student.

In the Philippine setting though, different studies were also observed and

tried to evaluate how this oral corrective feedback affects the Filipino students on

every school in general and specially on the tertiary level in particular. In part to this,

the study conducted by Magno and Amarles (2010) about Teachers Feedback

Practices shows how a student strive resilient to meet the demands of the course

and how they firmly struggle to contract with the practices of their instructors on

giving corrective feedbacks when they commit errors. It was then made clear from

their studies that a corrective feedback plays a vital role for students and it acts as a

one source of development for the learners.

In the local situation like here in the University of Mindanao Digos College

where the study will be conducted, the Researchers had interviewed some

instructors of the respondents (BTTE Instructors) on their major subjects and tried

to asked about how they handle their oral corrective feedback directly to their

students and also to what extent the effectiveness as well as the impact and

impressions of this OCF on part of the learners.

Definition of Terms

1. Feedback- Information or reaction to a persons performance of a task. Also

feedback is used as basis for improvement. A feedback is either positive or in

a negative approach. It is the other term for comments.

2. Corrective Feedback- Is any reaction of the teacher which clearly transforms,

disapprovingly refers to, or demands improvement of the learners utterances. It

simply shows that there were really wrong from what you have spoken or done

once you will receive a corrective feedback.

3. Oral Corrective Feedback- Is a corrective feedback or comment which is given

orally by the teacher or instructor. Some of the important scene or events where

this feedback is given is during oral questioning, deliberation of answers orally

and even when the teacher is requiring you to stand up and say something.

4. Written Corrective Feedback-Is a corrective feedback given as delayed for a

corrective output. If we have a corrective feedback which is given orally we also

have feedbacks which are given by the teacher on the paper where we are

working for example Essay, Informal Writing and any write ups that is really

need to be corrected.

5. Errors- An error takes place as a result of lack of knowledge (i.e., it represents a

gap in competence) (Corder, 1967).There will be an error whenever a certain

point is not appropriate from what is expecting and being real from the sense.
Theoretical and Conceptual Framework

This section presents the theories in which the study was moored;

1. Constructivism Theory

2. Scaffolding Theory of Jerome Bruner

CONSTRUCTIVISM THEORY

This theory addresses the idea of how learning actually occurs. The role of

teachers is very important. In this theory the function of the teachers is not to give

lectures but will act as facilitators whose vital role is to support the student when it

comes to their own understanding (teachnology).Also in this theory the teachers

are required to continue in a conversation with his/her students and creates learning

experiences which will be open for a new knowledge to be learn by the learners and

simply initiated and guided by the teacher as a facilitator.

SCAFFOLDING THEORY OF JEROME BRUNER

Scaffolding Theory of Jerome Bruner, et al (1976) also supports the research

because it believes that teacher provides assistance using oral and written

corrective feedback until the learner can become independent for his/her own self

(Bodrova & Leong, 2001).

 CHAPTER II

Scope and Delimitation

This Research Paper is accompanied by its scope and limitations to

exemplify a focus to the topic itself and to show a specific result from the respondents

either similar or different from the results of other research studies that were already

published all around the world. The full attention of this research covers the UM-

Digos Second Year (2nd) BTTE-Students.

As future educators, we the Researchers are deeply inspired to conduct a

study like this which will try to know how the oral corrective feedback affects the

students and its impact to them. In addition to, according to Mc Glinn Manfra on his

Journal of Curriculum and Instruction, 2009 tells that a researchs promoters

propose to formalize the teachers inquiry to invest and leverage their insider

knowledge to change classroom practice for better learning.

Furthermore we researchers as future teachers believe that it is better to

know earlier if not all some of the important teacher qualities to improve our teaching

strategies and limitations and will use and apply those things whenever we are in the

field of teaching. In relation to, according to Kit Field a Director of Education and a

Head of the Department of Teacher Education in the University of Birmingham

Teachers can adapt it to fit the individual needs of their own pupils, but teachers are

accountable. The public must have faith in the profession and attitudes to

education vary across many social groups - so the performance of teachers can be

demonstrated through the publication of research findings. Research methodologies

give teachers the tools to analyse and make informed decisions about their practice.

Research helps teachers to share with colleagues.

 But since the Researchers are not yet an educator in the present time, we

are guided with the limitations of our study not to extent by its purpose.

The respondents of this study are all enrolled 2nd Year BTTE students of the

University of Mindanao Digos College and it delimits the people and students other

than the above mentioned respondents.

****The next page was the copy of the questionnaire

being used by the researchers on the research*****

Name: ________________________________

Instruction:

Carefully read the following statements and rate them from 1 to 5,

1 = I strongly disagree
2 = I disagree nor disagree
3 = I neither agree
4 = I agree
5 = I strongly agree

Note: Kindly leave items whenever youre not sure with your answers.

(__) 1. I know that whenever my teacher corrected me, I have learnt a lot.

(__) 2. I know that the oral corrected feedback provided by my teacher for me is necessary
and helpful.

(__) 3. I hate my teacher whenever he/she corrected me while Im still delivering my answer.

(__) 4. I usually get shy whenever my teacher corrected me orally.

(__) 5. Whenever I corrected by my teacher I felt that I am not good.

(__) 6. I respect the oral correction of my teacher.

(__) 7. After correcting my mistakes I dont want to answer again.

(__) 8. I prefer to use what I have learn from the correction of my teacher for the next time that
I will answer.#

9. Whenever I received an oral corrective feedback I __________? (Kindly check)

(__) a. I felt angry

(__) b. I felt embarrassed
(__) c. I felt sorry
(__) d. I felt happy
(__) e. I felt satisfied
(__) f. I felt bothered
(__) g. I felt indifference
(__) h. I felt nervous

10. My response to my teachers oral corrective feedback is/are?

_______a. Stop correcting me Mam!

_______b. You can say it to personally or in private.

_______c. Can you let me finished first?

_______d. I know that Im not perfect so it is okay for me.

 CHAPTER III

Results and Discussion

This research project is in the quantitative category. The survey was

conducted to 40 BTTE 2nd Year Students in the University of Mindanao Digos

College. The tables/graphs below as shown are the surveys result being

tabulated.

Table 1.Results of Descriptive Statistics.

Question Statement Strongly Agree Neither Disagree Strongly Total
Agree Agree Disagree
Nor Dis-
Agree
1. I know that whenever
my teacher corrected 20% 65% 10% 5% 0 100%
me, I have learnt a lot.
2. I know that the oral
corrected feedback 27.5% 50% 17.5% 5% 0 100%
provided by my teacher
for me is necessary and
helpful.
3. I hate my teacher
whenever he/she 5% 12.5% 27.5% 40% 15% 100%
corrected me while Im
still delivering my
answer.
4. I usually get shy
whenever my 7.5% 25% 40% 22.5% 5% 100%
teacher corrected me
orally.
5. Whenever I
corrected by my 5% 15% 45% 22.5% 12.5% 100%
teacher I felt that I
am not good
6. I respect the oral 25% 37.5% 20% 10% 7.5% 100%
correction of my
teacher
7. After correcting my 5% 5% 47.5% 32.5% 10% 100%
mistakes I dont want
to answer again
8. I prefer to use what I
have learn from the 30% 50% 15% 2.5% 2.5% 100%
correction of my
teacher for the next
time that I will
answer
9. Whenever I received an oral corrective feedback I

.
a. I felt angry 0
b. I felt embarrassed 18.5%
c. I felt sorry 3%
d. I felt happy 13%
e. I felt satisfied 20%
f. I felt bothered 18.5%
g. I felt indifference 11.5%
h. I felt nervous 15.5%
TOTAL 100%

10. My response to my teachers oral corrective feedback is/are?

a. Stop Correcting me Mam 2.5%

b. You can say it to me 12.5%

personally or in private
c. Can you let me finish 15%
first?
d. I know that Im not 70%
perfect so its okay for
me.

Table 1 simply shows the result of the survey conducted from 40 BTTE second

year students had undergone. Whats were going to do next is that we will

synthesize and analyse the data being gathered to come up probable

conclusions about the research topic.

70%
60%
50%
40%
30% Strongly Agree
20% Agree
10% Neither Agree nor Dis agree
0% Dis agree
Strongly Dis agree

Figure1. Graphical Presentation and statistics of the students feeling

 As presented in Table 1 and illustrated on Figure 1.The statement that

acquires the highest percentile equivalent is statement no. 1 with 85%.This statement

shows that the respondents believed on the usefulness of the oral corrected

feedback because through this they have learnt a lot. Second highest rank is

statement no. 8 with 78% agreed. This item tells on the effectiveness of OCF to the

students for them to realize by the next time they will answer. In general the

respondents believed that this oral corrected feedback is essential and helpful on

their part.

9. Whenever I received an oral corrective feedback I

100%
18.50% 20% 18.50%
13% 15.50%
20.00% 11.50%
0.00% 3%
0.00% 100%
100%

Figure 2. Graphical Presentation on item no. 9 result.

In the question about how the students felt whenever they directly receive

the oral corrected feedback, the result as tabulated in the table 1 item no. 9 and

demonstrated in Figure 2 states that 20% out of 100 % felt satisfied whenever

they receive OCF from their teachers. It is followed by the equal percentile

equivalent for about 18.5% for both statements (I felt bothered: I felt

Embarrassed) and then the statements I felt nervous and I felt happy with

15.5% and 13.0% respectively.

The result shows that respondents in majority did not oppose the idea of

OCF regardless on the varied emotional feedbacks affecting them. However,

teachers providing oral corrective feedback may need also to be aware on telling
 and delivering their OCF towards their students for may it cause emotional

disruption to them.

10. My response to my teachers oral corrective feedback is/are

100%
70%
80.00%

60.00%

40.00% 100%
12.50% 15%
20.00% 2.50%
0.00%
Stop correcting You can say it Can you let me I know that I'm
me Mam to me finished not

Figure 3. Graphical Presentation of results on item 10.

With regards to the responses of the students towards the oral corrective

feedback of their teachers, the data as shown in Table 1 item no. 10 and was

graphically presented in Figure 3 shows that 70% or nearly of the total surveyed

believed in the sense that they are not perfect so providing OCF is okay for them.

But the second highest percentage is the statement no.3 or Can you let me

finished first? with 15%; this statement give us the idea that the time of providing

OCF must also be known better and perhaps delivering oral corrective feedback

after and not during the speaking process is best.

 CHAPTER IV
Conclusion and Recommendation
Summary of Results

The respondents believe that the oral corrective feedbacks are helpful and

useful In the continuance of their learnings.

Majority of the 2ND BTTE students find oral corrective feedback as a helpful

tool for them.

For the respondents they prefer to use the oral corrective feedback provided

by their teacher for the next time that they will answer.

The respondents had shown different emotional feedback towards OCF but

several of them show satisfaction whenever they receive an oral corrective

feedback.

The good thing about the respondents is the fact that they are not perfect so

providing OCF is surely acceptable on their part.

CONCLUSION
One of the main objectives of this research study is to find, discuss and

analyse how the respondents (the 40,2nd Year BTTE students) react to the oral

corrective feedback provided by their teachers. With regards to that, and based on

the data provided by this research study as illustrated above, we the researchers

have promulgated conclusions as a result of this research study.

First, we noticed during the conduction of the survey that the respondents

(40 -2nd BTTE Students in UMDC) acquired greater time on answering the survey

questionnaire where in fact only 10 simple and understandable questions were

written there. On this sense we have realized how the students deeply scrutinized

and evaluated each questions to have a realistic survey. Second, based on the

data, we have found out that more or greater percentage value was taken by the

students who satisfactorily considered the OCF as an important tool for them.
Though some students answered merely for Dis agreeing, we still believed that they

considered it as a source of learnings. Third, based on the illustrations presented

on Figure 2 about the feelings of the students whenever receiving OCF, it shows

that majority of them had shown satisfaction and because of that we have seen

their strong participation on oral corrective feedback matter.

But aside from the satisfactory findings we would like also to commend

some negative impact of results based on the survey. It shows that the respondents

were giving their preferences about the time of delivering the oral corrective

feedback. They prefer no interruption while they are still speaking. Maybe on our

part as a student also, it can cause more emotional disruption; besides according to

Marion Grobb Finkelstein on her column Why People interrupt (and what to

do about it), that interruption if given deliberately is bullying and sometimes

interrupting is rude, aggressive and intentional.

It was made clear then by this research study that the Impact of Oral

Corrective Feedback to the respondents; the 2nd BTTE Students of the University is

satisfactory with their preferences.

 CURRICULUM VITAE

Name: John Philip Aballe

Sex: Male
Nationality: Filipino
Date of Birth: November 09, 1996
Civil Status: Single
Email address: [email protected]
City Address: Prk.6, Sacub,Hagonoy,Davao del Sur
Contact Number: 09078162589

Educational Background:

Primary: Sacub Elementary School

Sacub,Hagonoy,Davao del Sur

Secondary: Sacub National High School

Sacub,Hagonoy,Davao del Sur

Tertiary: University of Mindanao Digos College

Roxas Ext.,Digos City
 CURRICULUM VITAE

Name: Marianne Mae Villarba

Sex: FeMale
Nationality: Filipino
Date of Birth: November 29, 1997
Civil Status: Single
Email address:
City Address: Igpit, Digos City
Contact Number: 09078989789

Educational Background:

Primary: Apolonio R. Fuentes Sr. Elementary School

Kibuaya, Hagonoy, Davao del Sur

Secondary: Digos City National Hogh School

Digos City, Davao del Sur

Tertiary: University of Mindanao Digos College

Roxas Ext.,Digos City
 CURRICULUM VITAE

Name: Rochanne Sadava

Sex: FeMale
Nationality: Filipino
Date of Birth: July 12, 1998
Civil Status: Single
Email address:
City Address: Tres De Mayo Elementary School
Contact Number: 09486889876

Educational Background:

Primary: Pedro B. Basalan Elementary School

Tres de Mayo, Digos City

Secondary: Digos City National High School

Digos Cityl Davao del Sur
Tertiary: University of Mindanao Digos College
Roxas Ext.,Digos City