“Investigating the Effects of Classroom Environment on Engagement and Learning

Outcomes Among Senior High School Student of Dr. Panfilo Castro National High School
During School Year 2023-2024”

CHAPTER 2

Review of Related Literature and Studies

In the study about the influence of the high school classroom environment on learning as
mediated by student engagement studied by Shernoff et al. (2017) the findings showed that
perceived learning was substantially correlated with environmental support but not with
environmental challenge. Student involvement was found to be a mediating factor in the
relationship between environmental supports and learning, according to multi-level path studies.
Particularly for the two elements of environmental support motivational supports and supportive
relationships this mediation link held true. The benefits for school psychologists in practice are
explored, along with methods for fostering social and motivational support to raise student
participation. The study made used of Experience Sampling Method which included 104 students
who was participated.

Li et al. (2023) conducted a present study about uncovering the effect of classroom climates
on learning experience and performance in a virtual environment Uncovering the effect of
classroom climates on learning experience and performance in a virtual environment the findings
showed that when students felt that the classroom environment was supportive, they performed
better. The negative climate group reported greater learning results, more active behavior, and
stronger immersion than the neutral climate group. The results offer proof to educators and
designers about how to foster an environment that will enhance students' virtual learning and
performance. The study made used of investigation which include 96 undergraduated students who
participated.
 Shoaib et al. (2021) conducted a study about classroom environment, teacher, and girl
students' learning skills. The study made used of research experiment which include 271 girl
students. The study's conclusions show a positive correlation between female students' learning
abilities and the classroom atmosphere. Using our data and additional analyses with Structural
Equation Modeling (SEM), we experimented with various formulations of the dependent and
independent variables. This allowed us to better determine and quantify the causal pathways in the
relationship between classroom and girls' learning skills in high school.

The study about the effect of classroom learning environment on students' academic
achievement in Mathematics at secondary level conducted by Malik et al. (2018) the study's
findings showed that while subscales autonomy and investigation have a detrimental impact on
students' academic achievement, subscales involvement, personal relevance, and emphasis on
understanding were significant predictors of both the classroom learning environment and
students' academic achievement. The study suggests that low achievers' active participation could
have a greater positive impact on their learning. The study applied examination which include 24
students who participated.

In the recent study Hanaysha et al. (2023) about the impact of classroom environment,
teacher competency, information and communication technology resources, and university
facilities on student engagement and academic performance. The results provided credence to the
idea that student engagement and academic achievement are positively impacted by teacher
competency and ICT resources. Additionally, it was discovered that the university's facilities and
the classroom atmosphere were highly significant indicators of both academic engagement and
achievement. Ultimately, the findings demonstrated that the relationship between the mentioned
characteristics and academic achievement is mediated by student participation. The study made
used of survey tool which had 314 students in it.

According to the study Shernof et al. (2017) about the student engagement as a general
factor of classroom experience: associations with student practices and educational outcomes in a
university gateway course. It was discovered that, through student participation, there is a large
indirect association between seating and active learning practices and learning and course grade.
Using flow theory as a lens, support for the overall nature of students' classroom experiences was
interpreted, indicating the need for more study. Additionally, findings indicated that even in
classroom settings with limited opportunities for action, active learning techniques are linked to
improved learning results. Sampling method was used to conduct this study which included 407
students who was participated.

In the study about creating a supportive classroom environment through effective feedback:
Effects on students’ school identification and behavioral engagement by Monteiro et al. (2021) the
study made used of Sampling Method which included 1188 students who was participated. The
results of the studies showed that students' behavioral engagement and school identity were higher
among those who thought their teachers used more effective feedback. They are still able to see
the impact of a supportive classroom atmosphere on student involvement even after we had
adjusted for the effects of these individual evaluations of instructors' helpful feedback. Hence,
regardless of how each student perceived the feedback they received from the teacher, children in
classrooms where teachers employed more effective feedback to create a supportive classroom
atmosphere showed higher levels of school identity and behavioral engagement. Even after
accounting for the characteristics of the kids’ gender, nationality, mother's educational attainment,
history of grade retention, as well as the classroom grade level, kind of school, number of students
at grade level, the correlation between the variables remained significant. The potential of
instructors' feedback techniques is supported by these findings.

In the study conducted by Batool et al. (2022) about the effect of different classroom
predicators on students’ behavioral engagement. Based on the study's results, educators should
establish a welcoming and democratic learning environment where students feel comfortable
participating in class. They should also give every student the opportunity to maximize their
engagement in the classroom and use student-centered teaching strategies. Engaging all students
in the classroom through group discussions, communication, cooperative learning, and helping
them with their homework is important. Finally, using technology to deliver course materials can
help students improve their communication skills. The study made used of random sampling
method and survey questionnaire which include 60 students male and female in it.

Lu et al. (2022) conducted a study on what influences student situational engagement in

smart classrooms: Perception of the learning environment and students' motivation. According to
this study, teachers should focus more on enhancing students' perceptions of social and teacher
support, self-efficacy, and autonomous motivation to foster students' situational deep cognitive
engagement in smart classrooms. The effect of advanced technology-supported learning
environments on students' situational engagement is found to be limited. The study made used of
longitudinal real‐time which include data 105 college students who was participated.

In the study about the relationship between classroom quality and students’ engagement in
secondary school conducted by Virtanen et al. (2015) the study made used of Qualitative Method
which included 181 Finnish secondary school students who was participated. The results showed
first, the data demonstrated that there were differences in classroom quality and adolescent
behavioral engagement throughout the classrooms. Second, both student-rated and observed
involvement was linked to classroom organizational support, and instructor support was linked to
student-rated and seen engagement. Third, while organizational and instructional support
indirectly increased student involvement, emotional support had no direct impact on it. Regarding
self-reported engagement, there were no gender disparities. Teacher-rated involvement was
positively impacted by the size of the class. The findings showed clear correlations between
student behavioral engagement in secondary school classes and the areas of classroom quality.

Li & Xue (2023) attempted a study on dynamic interaction between student learning
behavior and learning environment: Meta-analysis of student engagement and its influencing
factors. Students' participation in learning is influenced by 14 factors, according to the meta-
analysis. With the goal of examining the primary elements impacting students' purpose, conduct,
and process of learning involvement, the classification was based on both internal and external
aspects. The findings also showed that encouraging and hindering variables might be used to
categorize many elements that affect student participation. Positive emotions in students, positive
learning behaviors, positive teacher behaviors, the relationship and partnership between teachers
and students, the students' capacity for learning and thought, the availability of learning resources,
the unique learning characteristics of each student, and teaching factors are some of the factors
that promote learning. Negative student and instructor behavior, as well as a lack of environmental
support, are the impediments. Additional theoretical and practical ramifications for these findings
are explored. The study made used of meta-analysis which include 93,188 participants.

In the study about teacher beliefs, classroom process quality, and student engagement in
the smart classroom learning environment by Admiraal et al. (2022) the study made use of
multilevel analysis which include 1825 secondary school students and their 38 teachers who
participated. These results advance our knowledge of the most effective ways to create captivating
smart classroom learning environments, and they offer recommendations for further study.
Scholars have looked at how classroom process quality affects student involvement in secondary
school as smart classroom learning settings facilitate teaching and learning processes. Learning
environments in smart classrooms offer a clear indicator of how education will change to include
new technologies. But it appears that a comprehensive approach to smart classroom learning
environments is necessary. This study closes this information gap by highlighting the importance
of technology use and instructional quality as crucial markers of the caliber of the classroom
process.

The study about students' perceptions of learning environment: associations with personal
mastery goal orientations, regulations, and academic performance in Biology by Soltani et al.
(2022) The findings showed that perceived meaningfulness positively and marginally impacted
the orientation toward personal mastery objectives. The perception of one's own independence
significantly and favorably impacted both internal and external regulations. Additionally, the
results demonstrated a weak but positive correlation between students' perceptions of intrinsic
regulation and meaningfulness. Students' intrinsic and extrinsic regulations were favorably and
marginally linked with their personal mastery goal orientation. Furthermore, the findings showed
that students' performance in biology was positively impacted by extrinsic control, perceived
meaningfulness, perceived competition, and personal mastery goal orientation. The results also
highlight how important it is for students' personal mastery goal orientation to act as a mediator in
the interaction between their perceptions of the learning environment and the regulations they
follow when learning biology. In addition to offering more comprehensive clarity and implications
for the literature, the results validate a large number of the proposed links. The study made used
of questionnaires which include 329 Iranian high school students who participated.

Mendoza and Scott (2022) conducted a study about the effects of the physical classroom
environment on secondary Mathematics students' academic achievement and perceptions of
teacher leadership, the results of this study indicate that there were no statistically significant
differences between the control and treatment groups' academic performance or perceptions of the
teacher's leadership, indicating that neither the academic performance nor the perceptions of the
teacher were influenced by the classroom setting. Disparities among student subgroups based on
their level of English proficiency serve as a starting point for study and conversation. The main
audience consists of district employees, administrators, and teachers who have the power to allot
funds to address this leadership challenge of giving secondary students an engaging and relevant
classroom. The study applied qualitative approach which include 30 students who participated.

In the present study about learning environment and academic engagement in science of
junior high school students conducted by Mohamad (2024) according to a study, junior high school
pupils had a high degree of academic engagement in science and a high-quality learning
environment. The study also discovered a strong correlation between junior high school students'
academic involvement in science and their learning environment. Furthermore, the indicators of
the science learning environment that have a significant impact on junior high school students'
academic engagement include the students' enjoyment of science investigations and lessons,
emphasizing the value of creating a positive and enjoyable science learning environment and
encouraging hands-on science learning. A better learning environment for all students should be
promoted, schools should keep up their dedication to high-quality education, teachers should
enhance the way they give teaching, and science activities should be coordinated with the needs
of the students. This study is a useful tool for upcoming. The study applied quantitative approach
involving 142 participating junior high school.

Ahmed (2020) investigated the effects of classroom environment for improving students’
learning at secondary level in Punjab Province, Pakistan. The study's findings revealed that the
availability and utilization of novel instructional materials in the form of ICT in the classroom,
together with other physical classroom amenities, serve as useful indicators for enhancing
secondary students' learning outcomes. The current study examines how classroom environments
might enhance secondary students' learning and offers recommendations for how to make learning
even better. To improve student learning and eventually meet national educational goals, the
classroom environment is crucial.
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Shernoff, D. J., Ruzek, E. A., and Sinha, S. (2017) The influence of the high school
classroom environment on learning as mediated by student engagement: APA PsycNet.
https://psycnet.apa.org/record/2017-18787-006

Wenhao, L., Xiaotong, R., Li, Q., Heng, L. and Bowen, L. (2023) Uncovering the effect of
classroom climates on learning experience and performance in a virtual environment: Taylor &
Francis Online. https://doi.org/10.1080/10494820.2023.2195450

Muhammad, S. and Hazir, U. (2021) Classroom Environment, Teacher, and Girl Students’
Learning Skills: SageJournals.
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Malik, Riaz, H., Rizvi, and Asad, A. (2018) Effect of Classroom Learning Environment on
Students' Academic Achievement in Mathematics at Secondary Level: Eric. https://eric.ed.gov/

Jalal, R. H., Fayez B. S., and Mohammad, I. C. (2023) Impact of classroom environment,
teacher competency, information and communication technology resources, and university
facilities on student engagement and academic performance: International Journal of Information
Management Data Insights.
https://www.sciencedirect.com/science/article/pii/S2667096823000356
 David, J. S., Erik, A. R., Alexander, J. S., Robertta, Y. S., Lina, S. W., and Denise, M. B.
(2017) Student Engagement as a General Factor of Classroom Experience: Associations with
Student Practices and Educational Outcomes in a University Gateway Course: Frontiers.
https://doi.org/10.3389/fpsyg.2017.00994

Vera, M., Carolina, C,. and Natalie, N. C. (2021) Creating a Supportive Classroom
Environment Through Effective Feedback: Effects on Students’ School Identification and
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Dr. Rani, G. , Dr. Tehsee, T., Dr. Sadia, B., Dr. Umbreen, I., and Miss, H. N. (2022) Effect
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Guoqing, L., Kui X., and Qingtang L. (2022) What influences student situational
engagement in smart classrooms: Perception of the learning environment and students' motivation:
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Tuomo E. V., Marja, K. L., Anna, M. P. and Matti, K. (2015) The relationship between
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Jian, L. and Eryong, X. (2023) Dynamic Interaction between Student Learning Behaviour
and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors:
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classroom process quality, and student engagement in the smart classroom learning environment:
A multilevel analysis: ResearchGate. https://www.researchgate.net/publication/359309999

Asghar, S., Icon, R. S. B., and Azam, J. (2022) Students’ perceptions of learning
environment: associations with personal mastery goal orientations, regulations, and academic
performance in biology: Taylor & Francis Online.
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Mendoza and Allison, S. (2022) A Quantitative Study into the Effects of the Physical
Classroom Environment on Secondary Mathematics Students' Academic Achievement and
Perceptions of Teacher Leadership: ERIC. https://eric.ed.gov/?id=ED621053

Stephen, M. (2024) Learning Environment and Academic Engagement in Science of Junior

High School Students: RessearchGate. https://www.researchgate.net/publication/377972085

Gulzar, A., Muhammad, T., and Rubina, I. (2020) Effects of Classroom Environment for
Improving Students’ Learning at Secondary Level in Punjab Province, Pakistan: Science
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 “The Impact of Peer Feedback in Writing Skill Among Senior High School Student of Dr.
Panfilo Castro National High School During School Year 2023-2024”

CHAPTER 2

Review of Related Literature and Studies

In the study about Promoting Peer Feedback in Developing Students’ English Writing
Ability in L2 Writing Class conducted by Kuyyogsuy & Sirikarn (2019). The study made used of
quantitative method which include 21 undergraduate students majoring in English who
participated. The results showed that the students’ writing skills had significantly improved based
on the mean scores of the pretest and posttest. Furthermore, the effect size was determined to be
1.97, indicating a “large” magnitude. Additionally, students noted that receiving feedback from
their peers was a valuable social interaction experience that helped them understand the writing
process, develop affective strategies, support critical thinking abilities, and grow both
intellectually and socially through teamwork. It also assisted them in honing their skills as
independent learners. Peer review should therefore be used in L2 writing classes.

In the study conducted by Wahyudin (2018) about the impact of online peer feedback on
EFL students writing at tertiary level. The outcome demonstrates that Facebook peer feedback on
the internet can be a useful teaching tool. It might assist pupils in developing both their writing
and critical thinking skills. Researchers and practitioners have found that teaching writing in
English as a foreign language (EFL) at the university level requires significant support. Since peer
feedback has proven to be beneficial in improving students’ writing skills, it has attracted a lot of
attention. Nonetheless, during the writing process, English teachers frequently run into issues with
time limits and big class sizes. As one of the most widely used social networking sites (SNS) in
Indonesia right now, Facebook offers English teachers a lot of promise as a tool for facilitating
learning. This study aims to verify whether using Facebook as a platform. The study made used of
experimental method which include 81 undergraduate students who participated.

According to the study of Geithner and Pollastro (2015) about doing peer review and
receiving feedback: impact on scientific literacy and writing skills. The study made use of survey
questionnaires which include students who participated. The findings indicated that, out of 21
learning activities, peer review was the most frequently mentioned for raising scientific literacy
and ranking in the top 5 for enhancing writing abilities. To sum up, peer review is a useful teaching
and learning strategy for enhancing the knowledge, abilities, and attitudes of undergraduate majors
in human physiology toward science and scientific writing.

In the study about the impact of formative peer feedback on higher education students’
academic writing conducted by Huisman et al. (2019) first, this study combined the findings of 24
quantitative studies reporting on the academic writing performance of higher education students
following peer feedback to determine the effect of peer feedback on writing performance. While
only a theoretically feasible, non-significant moderating pattern was discovered for the number of
peers that students engaged with, the nature of the peer feedback significantly moderated the
impact that peer feedback had on students’ writing improvement. Secondly, this study highlights
the dearth of well-controlled research on the impact of peer criticism on writing, underscoring the
need for additional quantitative and methodologically sound investigations in this area. The results
and their consequences are examined in relation to future research topics and methodologies as
well as the teaching practice in higher education. The study made used of quantitative method
which include students who participated.
 In the study about the effect of peer feedback on writing anxiety in Turkish EFL (English
as a foreign language) students conducted by Yastıbaş (2015). According to the findings, students
felt that receiving peer feedback in writing classes improved their writing by working together and
sharing knowledge, reduced their writing anxiety, and boosted their confidence. The study’s
quantitative findings showed that students’ writing anxiety in terms of cognitive, somatic, and
avoidance anxiety decreased when they used peer feedback in writing classes. The study made
used of quantitative method which include 16 students studying English who participated.

According to the investigation about exploring the effect of peer feedback and the students’
perceptions of the feedback on students’ writing skill conducted by Suryani et al. (2019) the study’s
conclusions showed that students who received criticism from their peers were more proficient
writers than those who received comments from teachers. Additionally, this study demonstrates
that the students’ opinions on writing were favorable. They enjoyed employing this tactic since it
reduced the anxiety associated with the writing process. Some students did, nevertheless, place a
higher value on instructor comments than on peer feedback. Because they thought their classmates
didn’t know enough about grammar, those pupils felt that teacher input was a better way to attain
grammatical accuracy than peer feedback. The study made used of post-test and semi-structured
interview which include 70 eleventh grade students who participated.

In the investigation of Bolourchi and Soleimani (2021) regarding the impact of peer
feedback on EFL learners’ writing performance and writing anxiety the results showed that the
experimental group receiving PF saw a considerable reduction in anxiety. The researchers intended
to employ peer input in writing classes as a solution to the problem. Therefore, the purpose of this
study was to find out how peer criticism affected the writing anxieties and attitudes of Turkish EFL
students. The possibilities for using PF in writing classes by writing instructors are explored in
terms of creating a more secure and comfortable environment for language learners to develop
their thoughts are explored. The research employed a quasi-experimental approach, involving the
participation of 48 intermediate EFL learners.
 Altstaedter (2018) conducted a study investigating the impact of peer feedback in foreign
language writing the study’s findings demonstrated that both the trained and untrained groups’
final drafts of their writing were noticeably better than their initial drafts, with no differences in
enhanced writing quality between the two groups. The types of comments that students provided
varied significantly: compared to untrained students, who provided a significantly higher number
of comments based on grammar, vocabulary, and punctuation (local aspects) than trained students,
trained students focused significantly more on organization and content (global aspects). The
study applied quasi-experimental approach with the participation of students.

In the experimental analysis about the effect of different types of peer feedback provision
on EFL students’ writing performance organized by Kusumaningrum et al. (2019) according to the
study, students’ writing performance improved because of receiving peer critique in small groups
as well as in class. It’s common knowledge that writing in English is the most difficult of the three
skills. Owing to its intricacy, feedback is considered a crucial component of the writing process
since it can improve students’ writing abilities. However, neither of these two performed any better
than the other. This suggests that the outcomes will be the same regardless of the kinds of peer
input that are provided. The study utilized the use of survey questionnaires including 55 EFL
students who took part.

Huisman et al. (2018) conducted a study about peer feedback on academic writing:
undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. The
study employed pre-test and post-test questionnaires in which 136 students participated. The
findings demonstrated that increases in writing skill were attributed to both giving and receiving
comments. Explanatory remarks were positively correlated with students’ perceptions of the
adequacy of the peer criticism and their readiness to make improvements in response to it.
Nevertheless, there was no correlation discovered between these impressions of peer criticism and
the improvement in students’ writing abilities.
 In the recent study about students’ perceptions about peer feedback for writing: their effect
on revised texts conducted by Keskin (2022) The findings demonstrated how students’ second
drafts improved after getting peer comments, supporting the significance of the collaborative
learning hypothesis. A notable difference between the pre- and post-questionnaire could not be
examined by the questionnaire. However, this has significant implications for the profession
because it suggests that EFL students could not understand the value of peer evaluation, even when
it has a favorable impact on their results. The study made used of pre and post questionnaire which
include students who study at an English language teaching department who participated.

Yaghoubi and Ghanei (2015) conducted a study about the effect of peer feedback on
cohesion improvement in writing skill among EFL learners. The study’s findings indicate that
teachers can use peer feedback as a teaching tool to help students write more cohesively and
participate more actively in class. However, because male students were less likely than female
students to gain from the peer feedback process, teachers need to focus more on male students to
help them perform better during the peer feedback process. The study took advantage of
experimental method in which 20 students in male control group: 21 students in the male
experimental group, and 23 students in each of the female experimental and control groups who
participated.

Khalil (2018) conducted a study investigating the efficacy of peer feedback in Turkish EFL
students’ writing performance. The study’s findings demonstrated that students’ writing
performance improved because of the peer feedback process, and as a result, they developed a
favorable attitude toward its use in EFL classes. Implications for foreign language (FL) writing
courses and recommendations for additional research are provided considering the findings. The
study made used of both quantitative and qualitative methods involving students who participated.
 In the present study about the influence of peer feedback in improving EFL learners writing
performance conducted by Wijaya (2024) In addition, the researcher chose ten previous writing
investigations and peer reviews to determine the applicability and relevance of the examined
research findings. The study’s findings showed that by consistently using peer feedback, EFL
students around the world have gradually transformed into more capable, proactive, and skilled
writers since they have made more effective writing revisions in response to their peers’ insightful
criticism. The study made used of qualitative method which include students who participated.

Chen and Cui (2022) conducted a study about the effects of AWE and peer feedback on
cohesion and coherence in continuation writing. The findings show that students who received
peer evaluation instead of AWE feedback were more successful in using cohesive devices more
frequently and creating more cohesive chains in their updated papers. As they answered the
questionnaire’s open-ended questions, students thought about the advantages and difficulties of
the two forms of feedback. Empirical data about the use of feedback to enhance cohesion and
coherence in continuation writing tasks was obtained through the evaluation of AWE and peer
feedback. The study applied quantitative and qualitative method involving 96 students who
participated.

REFERENCES:

Sikikarn, K. (2019) Promoting Peer Feedback in Developing Students’ English Writing Ability in
L2 Writing Class: ResearchGate. https://www.researchgate.net/publication/368000796

Achmad, Y. W. (2018) The Impact of Online Peer Feedback on Efl Students Writing at Tertiary
Level: BAHTERA. Neliti

https://www.neliti.com › publications
Christina, A., Geithner, Alexandria, and N., Pollastro (2016) Doing peer review and receiving
feedback: impact on scientific literacy and writing skills: American Physiological Society Journal

https://journals.physiology.org › doi

Huisman, Bart; Saab, Nadira; van den Broek, Paul; van Driel, Jan (2019) The Impact of Formative
Peer Feedback on Higher Education Students’ Academic Writing: A Meta-Analysis: ERIC.

https://eric.ed.gov › …EJ1209907 –

Gülşah Ç. Y. and Ahmet E. Y. (2015) The Effect of Peer Feedback on Writing Anxiety in Turkish
EFL (English as a Foreign Language) Students: ScienceDirect.
https://doi.org/10.1016/j.sbspro.2015.07.543

Rias, W. S., Yenni, R. Desvalini, A. (2019) Exploring the Effect of Peer Feedback and the Students’
Perceptions of the Feedback on Students’ Writing Skill: ResearchGate.

https://www.researchgate.net ›

Amin, B. and Maryam, S. (2021) The Impact of Peer Feedback on EFL Learners’ Writing
Performance and Writing Anxiety: ResearchGate. https://www.researchgate.net › 368…

Laura, L. A. (2018) Investigating the impact of peer feedback in foreign language writing:
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Shirly, R. K., Bambang, Y. C. and Johannes, P. (2019) The Effect of Different Types of Peer
Feedback Provision on EFL Students’ Writing Performance: ResearchGate.
https://www.researchgate.net/publication/330115356
Bart, H., Nadira, S., Jan, V. D., and Paul, v. d. B. (2018) Peer feedback on academic writing:
undergraduate students’ peer feedback role, peer feedback perceptions and essay performance:
Taylor & Francis Online. https://doi.org/10.1080/02602938.2018.1424318

Dilara, K. (2022) Students’ Perceptions about Peer Feedback for Writing: Their Effect on Revised
Texts: DergiPark.

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Amin, B. and Maryam, S. (2021) The Impact of Peer Feedback on EFL Learners’ Writing
Performance and Writing Anxiety: ResearchGate

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Eftima, K. (2018) The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance:
ResearchGate

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Kristian, F. W. (2024) THE INFLUENCES OF PEER FEEDBACK IN IMPROVING EFL

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“Exploring the Struggles of Senior High School Students in Learning the English Language
on Dr. Panfilo Castro National High School”

CHAPTER 2

Review of Related Literature and Studies

In the present study about speaking struggles of young EFL learners conducted by Günes
and Sarigöz (2021) students in the fourth grade from four intact groups in a primary school were
given the Foreign Language Speaking Delay Inventory. Frequencies that were computed for each
inventory response were used to analyze the data. The findings showed that although the young
EFL learners under study were keen to talk during EFL courses, several factors, including attitude,
language aptitude, unfavorable beliefs about one’s ability to speak a foreign language, and
linguistic challenges, caused a delay in speaking. The study made used analytical investigation
which include 88 young EFL learners who participated.

Misbah et al. (2017) investigated identifying the factors contributing to students’

difficulties in the English language learning. The study applied survey questionnaire involving 116
participating students. The results indicate that the absence of vocabulary in English, the impact
of the native tongue, and the family’s socioeconomic standing are the three main factors that hinder
pupils’ ability to acquire the language. The study’s conclusions and discussion will be useful in
assisting parents, teachers, and school administrators in making decisions that will increase the
English language proficiency of their students.

In the study about problems and difficulties of speaking that encounter English language
students at Al Quds Open University investigated by Nakhalah (2016) the findings demonstrated
and indicated that some students had trouble speaking for a variety of reasons, including shyness,
nervousness, fear of making a mistake, and lack of confidence. The researcher implemented a few
recommendations, the most significant of which is to create an environment that supports and
motivates students to speak English regularly. He also recommended conducting additional
research and studies regarding the speaking challenges faced by English language learners. The
study utilized experimental method in which students who participated.

According to the investigation about the speaking difficulties encountered by non-English

students in language classroom by Rahmaniah and Asbah (2019) according to test results, the first
area in which second-year Indonesian department students struggled was grammar; 80% of them
were nearly wholly incorrect, except for stock phrases. In terms of second-order fluency, 73% of
speakers speak unevenly and very slowly, except for brief or regular sentences. The third factor is
pronunciation; 73% of students made serious mistakes, and a strong accent makes it difficult to
understand and necessitates repeated exposure. Fourth, when it comes to vocabulary, 60% of
pupils’ vocabulary was restricted to terms related to survival and basic personal knowledge. The
final finding relates to comprehension; just 55% of pupils can grasp sluggish, extremely simple
discourse on typical social and touristic issues; this means that repeated and rephrased information
is needed. The study utilized quantitative approach comprising 15 participating students.

Inayah and Lisdawati (2017) conducted a study about exploring students’ difficulties in
speaking English and their attitude in speaking English. The findings demonstrated that students’
actions cause them to have difficulty speaking, and that students who are not engaged in speaking
activities generally have difficulty speaking for academic purposes. According to this study,
children who struggle with speaking frequently struggle with motivation and self-confidence,
making it harder for them to see their actual abilities. For some reason, a lot of pupils view the
idea of being fluent in English speakers positively. They believe that speaking fluently is a skill
that should be mastered since it would be extremely beneficial to their career in the future. The
study made used of descriptive method with multi-instruments as observation, questionnaires, and
interviews which include students who participated.

In the present study about language skills and their relationship to learning difficulties in
English language from the students’ point of view investigated by Khasawneh (2021) the study
applied descriptive-analytic approach which include 300 male and female students who took a
part. The study’s findings demonstrated that, from the perspective of the teachers, there was a
strong overall correlation between students’ primary English language learning challenges and
their acquisition of language abilities across all study characteristics. According to the study’s
findings, teachers need to be aware of the significance of language skills for kids with LDs as well
as the function that these skills play.

According to the investigation of Sintadew et al. (2021) about analysis of english learning
difficulty of students in elementary school the study’s findings showed that sixteen pupils had
trouble learning the language and had trouble understanding what the teacher was trying to teach
them. Students in grade V face internal factors that make learning English difficult, such as their
continued lack of motivation and interest in the subject, and external factors like the teacher’s lack
of use of teaching aids and less creative and varied teaching methods. The findings above indicate
that pupils at grade V Elementary School continue to struggle with acquiring English classes. Thus,
it follows that low learning results will be impacted by students’ anxieties about their education.
The study employed qualitative approach with the involvement of 22 grade V students and grade
V teachers’ participants.

The study about struggling English language learners: case studies of English language
learning difficulties in EFL context by Alharbi and Sultan (2021) the results demonstrated that,
while 20% of participants thought their English language competency was “average,” 80% of
participants said it was “very good.” Additionally, the results showed a statistically significant
correlation between the following observable attributes: students’ ability to continue without losing
focus, their willingness to study for job growth, and their willingness to learn for educational goals.
The study offers a comprehensive account of these learners and their learning difficulties as well
as their attitudes and outlook while taking classes as freshmen at the university, bringing to light a
multifaceted, meaningful consideration of their learning attitudes from a socio-psychological point
of view. This allows for a new evaluation of the issues faced by EFL struggling learners. The study
applied case study involving 10 students who participated.

Irambona and Kumaidi (2021) investigated the effectiveness of English teaching program
in senior high school, the results show that the hurdles, needs of the students, classroom conditions,
and program objectives all fall into the effective group. It is discovered in the input component
that both teachers possess training and expertise. The texts and course designs used by the students
fall into the effective category, but the teaching training is insufficient. The process component
demonstrates that instructional strategies, resources, exercises, and evaluations fall within the
effective group. The product component demonstrates that barriers, needs, and English marks fall
into an appropriate category. But the instructional materials fall into the ineffective category. The
study applied case study involving 43 participating students.
 The study about the Impact of affective factors on senior high school students with low
English reading ability conducted by Lui et al. (2021) the study’s findings indicate that high school
students frequently experience reading anxiety, that there is a strong external drive to read in
English but a poor internal incentive, and that reading self-efficacy is not well-defined. The study
also discovered that high school students experience anxiety due to intense academic pressure and
their self-awareness, which is influenced by language, the external environment, and other factors.
Additionally, high school students’ external motivation is significantly impacted by the
international social environment and the testing process. This research attempts to provide relevant
recommendations for instructors, students, and other aspects from the perspective of emotional
components in order to enhance the English reading proficiency of high school students. Regarding
the English teachers, they ought to establish varied. The study made used of qualitative and
quantitative research which include 80 students who participated.

Li et al. (2021) conducted a study about exploring sources of poor reading comprehension
in English language learners. ELL poor comprehends had significantly lower scores than ELL
average and good comprehends on vocabulary breadth, listening comprehension, and
morphological awareness, whereas there were no significant differences between the average and
good comprehended groups on these skills. Additionally, both ELL poor and average comprehends
had lower scores than ELL good comprehends on all three higher-level skills. Finally, results
showed that ELL poor comprehends scored lower than EL1 poor comprehends on vocabulary
breadth, listening comprehension, and morphological awareness, but the two groups did not differ
on higher-level skills. Theoretical and educational implications for the identification and
instruction of ELL poor comprehends are discussed. The study made used of examination which
include 124 ELLs who spoke Chinese as an L1 and 79 EL1 students who participated.

The present study about flipping the language classroom: effects of gamifying instruction
in the English language proficiency of Filipino ESL students conducted by Orejuela (2022) The
results showed that there was a substantial difference between the respondents’ gamified pretest
and posttest. Therefore, it can be concluded that the Grade 8 pupils’ English proficiency increased
because of the games. The findings of the statistical test also showed that the three games that the
students were introduced to have a considerably high level of effectiveness. Considering these
results, it was suggested that language instructors employ gamification as an additional teaching
tool to help their students’ English language skills. The study made used of quasi-experimental
single pretest-posttest which include student who participated.

Pham et al. (2022) investigated about English language students’ perspectives on the
difficulties in translation: implications for language education. This study investigates the
challenges of translation and the variables that affect it from the viewpoints of international
language learners at a private university. This study also attempts to investigate the causes of the
challenges faced by foreign language learners as well as the various methods used by English
majors to translate texts into Vietnamese, their native tongue. The study applied mixed quantitative
and qualitative method involving students majoring English.

The study about EFL vocabulary learning strategies used by Saudi Arabia University
Students by Alshammari and Sahal (2020) the findings give educators and students new options
for selecting and putting into practice the best methods that meet their needs—both academic and
non-academic. In addition, a broad view of both inside and outside of classrooms will be provided
to other stakeholders such as curriculum designers, educators, trainers, and material developers,
enabling them to focus on the components that are linked with each (motivation, learners’
autonomy, socio-cultural settings, etc.). The study applied survey questionnaire which include 85
male and female students who participated.

Saragih (2021) conducted a study about English language education program second-year
students’ speaking difficulties in an academic speaking class. The study made used of both
quantitative and qualitative approach which include 38 students who participated. Eight challenges
were identified in this study: speaking English poorly, managing anxiety, speaking too much in
one’s native tongue, responding impulsively, learning unusual and foreign accents, expressing
ideas, selecting the appropriate vocabulary, arranging grammatical rules correctly, and navigating
a competitive atmosphere. Consequently, the pupils’ lack of confidence and vocabulary were the
variables that contributed to the difficulty. It is intended that the study’s conclusions will benefit
the Academic Speaking class’s instructors and students alike.
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