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All Journal SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora LLT Journal: A Journal on Language and Language Teaching
Maria Corazon Saturnina A. Castro, Maria Corazon Saturnina A.
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES Castro, Maria Corazon Saturnina A.
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (684.607 KB)

Abstract

Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices.  This paper poses the major problem:  How do teachers’ perspectives on corrective feedback match the students’ views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed.  Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process. DOI: doi.org/10.24071/llt.2017.200210
ERRORS AND CORRECTIVE FEEDBACK IN WRITING: IMPLICATIONS TO OUR CLASSROOM PRACTICES Castro, Maria Corazon Saturnina A.
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 2 (2017): October 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i2.743

Abstract

Error correction is one of the most contentious and misunderstood issues in both foreign and second language teaching. Despite varying positions on the effectiveness of error correction or the lack of it, corrective feedback remains an institution in the writing classes. Given this context, this action research endeavors to survey prevalent attitudes of teachers and students toward corrective feedback and examine their implications to classroom practices. This paper poses the major problem: How do teachers perspectives on corrective feedback match the students views and expectations about error treatment in their writing? Professors of the University of the Philippines who teach composition classes and over a hundred students enrolled in their classes were surveyed. Results showed that there are differing perceptions of teachers and students regarding corrective feedback. These oppositions must be addressed as they have implications to current pedagogical practices which include constructing and establishing appropriate lesson goals, using alternative corrective strategies, teaching grammar points in class even in the tertiary level, and further understanding the learning process.
Strategies utilized by teachers to mitigate the face-threatening effects of oral corrective feedback in classroom discussions Castro, Maria Corazon Saturnina A.
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 12 No 1 (2026): In Press
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v12i1.20475

Abstract

Corrective feedback is one of the most controversial issues in language teaching. Although corrective feedback is seen as an effective way to improve students’ learning, studies have shown that corrective feedback increases the stress level of students. Corrective feedback is a face-threatening act and this may result in students’ low self-esteem, demotivation, and anxiety. To mitigate the negative impact of corrective feedback , teachers use  strategies and other discourse markers when forming their corrective feedback. This research examined the different kinds of oral corrective feedback (OCF) provided by the teachers and analyzed the  strategies and other discourse markers  the teachers used to mitigate the face-threatening impact of OCF. It examined 128 Student-Teacher Exchanges from five classes. These exchanges were transcribed and analyzed using the frameworks of Lyster and Ranta (1997), Reigel (2005) and Ellis( 2009). The results of the study indicated the teachers’ sensitivity to the emotional/psychological impact  of oral corrective feedback on students and utilized various strategies to mitigate what may be considered embarrassing  or offensive statements of correction.  The data  showed that the teachers employed implicit corrective feedback (similar to off the record politeness strategy), affixed positive markers such as praise markers and other linguistic structures to explicit corrective feedback, and  also utilized larger structures to express positive politeness.
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