Reference No.: BatStateU-CE-04 Effectivity Date: January 3, 2017 Revision No.
: 00
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Batangas City
CERTIFICATE OF EDITING
This is to certify that this Thesis/Dissertation entitled “EFFECTS OF CORRECTIVE
FEEDBACK TO IMPROVE SECOND LANGUAGE (L2) LEARNERS’ PERFORMANCE
IN COMMUNICATION” of Stephanie Mae R. Asonto, Stephanie Jane P. Calleja, Cristina
Allysa S. Panza, Zharina P. Reynoso and Nicole Erica C. Rocha in partial fulfillment of the
requirements for the degree Bachelor of Arts in English Language Studies has been reviewed and
edited by the undersigned based on the minutes of the Final Defense.
It now follows the standard format of the University and conventions of research writing.
Dr. SHERRY JOY A. DEL
MUNDO Editor
Date Signed: January 28, 2022
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Gov. Pablo Borbon Campus I
Rizal Avenue, Batangas City
Certificate of Plagiarism Check with Turnitin
Thesis:
Bachelor’s Thesis Master’s Thesis Doctoral thesis
Title of Thesis:
“EFFECTS OF CORRECTIVE FEEDBACK TO IMPROVE SECOND LANGUAGE (L2) LEARNERS’
PERFORMANCE IN COMMUNICATION”
Name of authors:
Asonto, Stephanie Mae R., Calleja, Stephanie Jane P., Panza, Cristina Allysa S., Reynoso, Zharina P.,
Rocha, Nicole Erica C.
Date of check: January 6. 2022
Name and Title of Thesis Instructor:
Dr. Matilda H. Dimaano
Thesis Adviser’s Statement:
This thesis has been evaluated using the Turnitin Originality Check system. I have checked the report
produced by the system and based on it, I certify that the references in the thesis are in accordance with
good scientific practice.
Acceptable maximum limit of Similarity (%)
similarity (%)
Chapter 1 30 21
Chapter 2 80 61
Chapter 3 20 10
Chapter 4 10 8
Chapter 5 10 5
Signature of Thesis Adviser:
______________________________
EXECUTIVE SUMMARY
TITLE :n..EFFECTS OF CORRECTIVE CORRECTIVE
FEEDBACK TO IMPROVE SECOND
LANGAUGE (L2) LEARNERS’
PERFORMANCE IN COMMUNICATION
AUTHORS : Stephanie Mae R. Asonto
Stephanie Jane P. Calleja
Cristina Allysa S. Panza
Zharina P. Reynoso
Nicole Erica C. Rocha
TYPE OF DOCUMENT : Undergraduate Thesis
TOTAL OF PAGES : 117
NAME AND ADDRESS : Batangas State University
OF INSTITUTION Rizal Ave. Batangas City
DEGREE : Bachelor of Arts in English Language Studies
YEAR COMPLETED : 2021
Second-language learners are still in the process of acquiring the language. This
differs according to whether it leans towards learning experientially or learning language
through exercises. This also varies according to their approach and how active L2 are.
Most L2 learners lack exposure to academic language and have few opportunities to use
it. This is a challenge to educators to create appropriate learning environments for these
students. The application of language use and the interaction to the environmental factors
can improve a person's progress in second language learning, and active involvement
with language use is essential for a person to develop their communicative competence.
The main goal for various second language learners is to be able to communicate.
It is through communication that messages are effectively sent and received and
negotiation of meaning occurs. In order for this goal to be achieved, L2 learners must
find out learner strategies that are effective in improving and developing their skills and
performance in communication.
In view of this, communication strategy is where learners experience the problems
encountered in the communication process. One can avoid the problematic areas and be
able to express the meaning and intent properly. Communication strategies among others
can contribute greatly to second language learning. As these give the learner different
options to communicate and send the intended messages to another person. When dealing
with L2 which is the English language. Communication as a strategy differs based on
how the learner is comfortable in communicating and socializing.
English, as one of the most spoken languages, was also considered as the universal
language, despite Mandarin being the language most widely spoken. ESL or English as a
second language is a program that pursues the goal of enabling limited English proficient
students to become more competent and skilled in comprehension, speaking, reading and
writing through the integrated use of second language methods or learner strategies.
The Philippines is recognized globally as one of the largest English-speaking
nations where English has always been one of the official languages of the country. One
of the most effective learner strategies used in the ESL program in the Philippines is to
correct grammatical structure, pronunciation, or to teach the learner to assess the sentence
or paragraph in order to detect the error and correct it. This is known as Corrective
Feedback or CF. A formal correction given by a teacher which is an example of negative
evidence, is an input that lets the learner know that a particular form made is not
acceptable according to the norms of a target language.
Even if the Philippines is doing fine in terms of English competency, concerns on
how much of a competitive advantage it still is for the country, resurfaces. The problem
lies within the strategies in order to achieve the goal of improving and developing L2 in
the country. As the country progresses in the ESL program, there are issues concerning
how the learner’s communication performance is affected by correction or corrective
feedback.
It is in this context that the study was deemed significant. Primarily, it aimed to
understand the effects of corrective feedback in improving the second language learners’
performance in communication and to create and propose communication education
materials that can be useful to the improvement of the ESL field in the country.
Corrective feedback is described as information given to a student with the goal of
changing his or her thoughts or behavior in order to improve learning (Guinness et. al.,
2020). In language learning, it is the provision of negative or positive evidence upon
erroneous utterances which encourage learners’ repair involving accuracy and precision
and not merely comprehensibility. This is a response to the linguistic error produced by
the learner. Language learning also requires negative evidence or information of what is
ungrammatical.
Since the study focuses on communication and English language-centered
programs, discovering ways to improve and develop L2 teaching techniques and learning
styles through understanding corrective and negative feedback helps the learners utilize
these different approaches to achieve better performance in communication. In order to
maintain the positive results of L2 learning in the country, specifically on the programs
chosen, the study is useful in crafting activities that may help increase learner
participation, understanding and creativity in refining their L2 communicative
competence.
Corrective feedback is essential for the L2 learners to grow and attain proficiency
in the target language. Hence, the purpose of CF is not only to present new knowledge
but also to give the learners repeated opportunities to reconstruct their interlanguage. It
may include one or more types of corrective feedback. The response-initiated repair can
consist of an indication that an error has been committed, provision of the correct target
language form, metalinguistic information about the nature of the error or any
combination of these.
The study is focused on the effects of corrective feedback in improving the second
language learners’ performance in communicating. This involves six categories of
corrective feedback including the explicit correction, recast, metalinguistic feedback,
elicitation, repetition and clarification request. It revealed how these six categories of
corrective feedback affect the second language performance of the learners in
communication and the relationship of the former to the latter. Based on the results, an
output of the study was implemented. The educational communication material prepared
by the researchers helps the teachers and the students in improving the performance of
the second language learners in communication.
The quantitative descriptive research used in gathering pertinent data from the
respondents. The total number of respondents from the third year and fourth year
students of the Bachelor of Arts in English Language Studies program were thirty-six
(36) and the third year and fourth year respondents from the Bachelor of Science in
Development Communication were forty-four (44), which resulted to a total of eighty
(80) respondents. The study utilized a three-part, online researcher-structured survey
questionnaire to gather data from the respondents.
The first part of the structured survey questionnaire contains items on the
demographic profile of the respondents such as age, gender, year level, and program. On
the other hand, the second part contains thirty (30) statements for the six (6) categories
of corrective feedback identified in the study. Each of these six (6) categories of
corrective feedback namely, explicit correction, recast, metalinguistic feedback,
elicitation, repetition, and clarification requests has five (5) statements. The third part
consists of ten (10) statements. There were five positive and five negative statements as
to the effects of corrective feedback to the performance of L2 learners in
communication. In the development of the questionnaire, books and other reference
materials containing concepts and related literature, theses, and online references were
used. The study’s questionnaire also underwent the necessary validation procedure.
The findings revealed that the respondents from Batangas State University under
the College of Arts and Sciences are mostly 21 years old and above and female. These
are equally from the third year and fourth year students and mostly are from the
Bachelor of Science in Development Communication.
Metalinguistic feedback and repetition affect the students in a way that the learner
is able to deliver the correct form and retain the knowledge acquired to reconstruct
errors, respectively. On the other hand, in terms of clarification requests, the students
agreed that signaling an error is beneficial, the researchers believe it was the least
effective among the six categories of corrective feedback. Respondents generally agreed
that the various types of corrective feedback assisted in recognizing and correcting their
errors. Corrective feedback in general is beneficial for the learners however; there is a
weak positive to no significant relationship in L2 learner’s performance in
communication.
The students strongly agreed that corrective feedback served as a great tool to
stimulate learning. Evidently, students disagreed that this stimulates students’ disinterest
in lessons and even in the course. Students also disagreed that corrective feedback
causes embarrassment to students which leads to missing classes. Therefore, this proved
that corrective feedback has positive effects on learners.
There is a weak positive relationship between the effects of corrective feedback to
learners’ performance in communication and corrective feedback categories such as
explicit correction and elicitation. Therefore, corrective feedback categories such as
explicit correction, recast and repetition have a slight effect on the respondents’
performance in communication. On the other hand, corrective feedback categories such
as metalinguistic feedback and clarifications request have no significant relationship
with the respondents’ performance. Hence, metalinguistic feedback and clarification
requests do not affect the performance of the students in communication.
The bases of the output in the study are the least rated items in order to improve
the effectiveness of the educational materials with the purpose of attaining proficiency in
the target language and not only the present new knowledge but also to give the learners
opportunities to reconstruct and develop their interlanguage. Out of all the least rated
items, clarification requests received the lowest. This means that despite the use of polite
expressions and correction being done in a gentle manner, the learner expects that
explanations were sufficient and direct in order to understand where the speech error
started and how it became an error.
Explicit correction places second as the lowest that entails the learners would like
to be given extensive explanations on their errors to make sure that the learners
understand the speech errors committed and avoid it.
Elicitation has three (3) least rated items. This shows that activities in elicitation
are necessary in providing the missing words or information based on the input of the
teacher and through their probing questions that helps the learner in correcting their
errors. This gives out elicitation’s main purpose which is to elicit the speech correction
by encouraging and probing the student to analyze and understand what speech error was
made and how to correct it. Similarly, elicitation and repetition also have the least rated
items. This shows that most of the errors are not usually recalled, thus repeating the
speech error on different occasions, either in speaking or writing.
On the other hand, in terms of recast facilitated through the reformulation of all or
part of the incorrect word or phrase, to show the correct form without the help of the
teacher was least rated. This shows that the independence of the learner when it comes to
correction requires attention and more focus when using recast as a corrective feedback.
Lastly, with regard to metalinguistic feedback, identifying errors and restructuring
expressions or statements in speaking and writing was least rated. This shows that there
are still hindrances or hesitations when it comes to identifying errors and restructuring
statements in both speaking and writing. Encouraging the student or improving the
mentioned item can boost the student’s confidence and develop their communication
skills better.
Based on the study’s results, eight education communication materials were
crafted. In a clarification request, the class was given the opportunity to give some
clarification phrases to remember and use to speak with one another, with the sole
objective of correcting and not to embarrass. The progress report and the explanation as
to what caused the error are to set the foundation of the learners’ knowledge in
correcting the form or structure. An essay activity presented to the class was created as
part of the explicit correction. Since explicit correction deals with a direct indication that
the learner is incorrect, the correction takes place in class. As an evaluation regarding
the errors, the class shall be given an essay to identify and explain the errors found in the
essay.
A pass the bag activity was used to elicit information. A bag containing verb
cards will be passed around throughout this activity. Students will learn the right tenses
of the verb through elicitation imposed by the teacher in this practice. This will
encourage the students to answer on their own but with the assistance of the teacher by
probing possible answers and corrections. A one-act play was suggested for repetition.
At the end of each play, the class should be able to point out and repeat the erroneous
words and grammatical errors, and recall the errors in various cases.
A short story making and a read aloud activity was proposed in recast. The
students reformulate the errors without the help of the teacher. In the penultimate
activity, a formal letter writing activity was devised as part of the metalinguistic
feedback. In this section, students recognize and show the use of acceptable language,
style, and tone in formal letters, as well as identify errors using the teacher's comments
and facts. The evaluation is then facilitated by the teacher and a letter to correct using
the red ink. This is to gauge their understanding and to smoothly reformulate and
restructure statements both in speaking and writing.
Based on the findings and conclusion, the study recommends that students may
use these results to explore how different types of corrective feedback affect their
communication performance and to obtain information and skills on how to use them
effectively while learning. Second, faculty of English courses may utilize the proposed
education communication material in the classroom to help improve the students’
performance in communication. Third, the developed output of the study may be
presented to language coordinators, school administrators and instructional material
developers in charge for review and suggestions for further improvement. Lastly, future
researchers may conduct follow up studies on corrective feedback categories and involve
students from other program.
Republic of the Philippines
BATANGAS STATE UNIVERSITY
Gov. Pablo Borbon Campus I
Rizal Avenue, Batangas City
Certificate of Thesis Completion
Thesis:
Bachelor’s Thesis Master’s Thesis Doctoral thesis
Title of Thesis:
“EFFECTS OF CORRECTIVE FEEDBACK TO IMPROVE SECOND LANGUAGE (L2) LEARNERS’
PERFORMANCE IN COMMUNICATION”
Name of authors:
Asonto, Stephanie Mae R., Calleja, Stephanie Jane P., Panza, Cristina Allysa, Reynoso, Zharina P.,
Rocha, Nicole Erika C.
Date of check: January 2. 2022
Name and Title of Thesis Instructor:
Dr. Matilda H. Dimaano
Thesis Adviser’s Statement:
This thesis has been evaluated as to conformance to the panel’s recommendations during the final
oral defense, and in terms of the completion of its parts and attachments. I have checked the
manuscript and I certify that the references in the thesis are in accordance with good scientific
practice.
Signature over Printed Name of Thesis Adviser:
_______________________________
Chona E. Dimaandal-Andal, Ph.D.
