Bsed-3 English Students' Perceptions On Corrective Feedback in The New Normal

A Q U A L I TAT I V E S T U D Y A B O U T :
“BSED-3 ENGLISH STUDENTS’

PERCEPTIONS ON CORRECTIVE
FEEDBACK IN THE NEW
NORMAL”
R esea rch er s:
Nei l E l ga ri o
Ju l l emar Ju ab
Mi a Taal
Jan i n e Ta ga wa
Ky l e Jo shu a Ver d i d a
BACKGROUND OF THE STUDY
INTRODUCTION
Receiving feedback is an essential aspect of every student's learning
experience. We must be aware of our mistakes for us to know how we are
going to fix them. In the absence of a face-to-face classroom, virtual classes
or distance learning became an intervention to provide education continuously.
As the teaching-learning process became exclusive to the augmented and
virtual learning environment, it became a challenge for language educators on
how to provide corrective feedback for the students during virtual class. The
gap of the study is the analysis of the impact of the online learning
implementation in the arena of language education. It is still even unclear if the
given corrective feedback by language educators became effective for the
students in their language learning using virtual classroom.
• Many recent studies in higher education targeting adult learners in
Asian countries have challenged the stereotype of Asian learners
being passive, shy, and unmotivated by presenting empirical
evidence that Asian learners can actively interact with feedback from
both teachers and peers. When evaluating writing for grammatical,
structural, or material errors made by English language learners, the
criterion of comprehensibility took precedence over accuracy. Even
though some researchers doubted its efficacy, the direct feedback
strategy targeting grammatical errors was widely used in Hong Kong,
Vietnam, Thailand, and China (Mao & Crosthwaite, 2019).
• On the other hand, in a study conducted in the University of the
Philippines, it was found out that students’ way of thinking on
feedbacking has shifted already. If before, the notion on
feedbacking was negative, it has now shifted into a means of
motivating oneself to perform better. With the appropriate
facilitation of the teachers, or professors in colleges and
universities, the students’ perspectives on feedbacking have
shown significant increase in their performance (Cabanes Ramos,
2020).
• In the local community, Assumption College of Nabunturan (ACN)
is one of the institutions that has adopted e-learning to teach amid
the COVID-19 pandemic. With a sudden paradigm change in the
Philippine education system, the virtual classroom environment is
seen as an immediate response to this crisis; however, the
proposal to continue to use e-learning has become a major
roadblock for its stakeholders. Administrators, students, and
stakeholders are having a hard time adapting to the abrupt
change in the classroom environment. Nonetheless, despite the
need to smooth out the Corrective Feedback used by language
educators during virtual classes in the Philippines, with an
emphasis on the local area here in the province of Davao de Oro,
the task has been difficult due to the limited considerations.
• This study aims to explore and investigate this ongoing
phenomenon to enhance the teaching-learning process using the
virtual classroom. Although several studies show key content and
process aspects of providing effective feedback to students who
study at a distance, the goal of the researchers in this study is to
students' perspectives of the content and strategy feedback
employed for language students in a virtual learning environment.
RESEARCH QUESTIONS
The significance of corrective feedback for students’ second language learning

cannot be overstated. With this, the researchers sought to learn about the
perceptions and coping strategies of Assumption College of Nabunturan third-
year English language students on their lived experiences towards providing
and receiving corrective feedback in distance learning.
Moreover, this study attempted to answer the following questions:
1. What are the experiences of the 3rd Year BSED English students in
receiving corrective feedback in virtual classes?
2. What are the student's coping mechanisms in receiving corrective
feedback in virtual classes?
3. What are the student’s insights in receiving corrective feedback in virtual
classes?
THEORETICAL LENS
The study can be viewed from a number of theoretical perspectives. In support

to this is the social cognitive perspectives of self-regulation in Ushera and
Schunk (2018). Self-regulation is the practice of methodically arranging one's
thoughts, feelings, and behaviors in order to achieve one's goals. Our capacity
to examine our alternatives, stake our claim, pay attention to where we go
wrong, and self direct along the route determines whether we eventually
proceed in a healthy path of progress. As James and Bandura suggested, this
self-regulatory repertoire allows us to create our own life outcomes, at least in
part, and may be one of the most important and significant aspects of our
humanity. In this chapter, we present a social cognitive perspective on self-
regulatory impact in human functioning in general and academic performance
in particular, based on Albert Bandura and Barry Zimmerman's theories.
THEORETICAL LENS
On the other hand, the use of evaluative feedbacks is no longer viewed as

punishment but rather a means of communicating (Ho et al., 2017). The
learner would experience teachers’ evaluative feedback as rewarding or
aversive and assign high value to states or actions that maximize reward. We
can call the interpretation and use of rewards and punishments in this manner
“reward feedback”, and the learning process “value update”, respectively.
THEORETICAL LENS
Behaviorism Theory
The whole approach emphasized mostly a child's actions, which can then be
developed through feedback and ramifications. B.F Skinner was also
recognized as the founder of behaviorism. Skinner’s study of programmed
instruction led to the conclusion that feedback in programmed instruction
served as both reinforcement and a motivator. When learners were presented
with stimuli, the response followed. The use of positive and negative
reinforcement strengthened the stimulus-response bond (Galbraith, 2003)
Therefore, the aim of a behavioristic-oriented Instructional Design strategy for
eLearning must provide learners with the appropriate stimuli. Learners should
be provided with opportunities that help them demonstrate that they can
express desired behaviors that prove that learning has taken place.
THEORETICAL LENS
The implication of the Behaviorist approach to online learning was by providing

learners with explicit outcomes of the learning so they can set expectations
and judge for themselves whether or not they have achieved the outcome of
the online lesson; Online testing or other forms of testing and assessment
should also be integrated into the learning sequence to check individual
learner’s achievement level and provide appropriate feedback; and lastly,
Learners must be provided with feedback so that they can monitor how they
are doing and take corrective action if required.
THEORETICAL LENS
Social Cognitive Theory
The social cognitive theory thrived on the advancement of new technologies.
“Social and technological changes alter, often considerably, the kinds of life
events that become customary in the society. Indeed, many of the major
changes in social and economic life were ushered in by innovations of
technology (Bandura, 1989). Social cognitive theory was used as a lens
through which to examine the triadic relationship between person, behavior,
and environment and the role this relationship plays in online students'
acquisition of skills and knowledge, satisfaction, and persistence. From a
social cognitive perspective, knowledge was constructed while individuals
were engaged in activities, receive feedback, and participate in other forms of
human interaction in public, social contexts (Bandura, 2001).

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A Q U A L I TAT I V E S T U D Y A B O U T :

“BSED-3 ENGLISH STUDENTS’

The significance of corrective feedback for students’ second language learning

The study can be viewed from a number of theoretical perspectives. In support

On the other hand, the use of evaluative feedbacks is no longer viewed as

The implication of the Behaviorist approach to online learning was by providing

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