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Christian Jay O. Syting
College of Teacher Education, University of Mindanao, Davao City, Philippines
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers’ Written Corrective Feedback Strategies Through the Lens of the Students Christian Jay O. Syting; John Rick Malisobo; Marivic Salce; Michael Roasol
Journal Corner of Education, Linguistics, and Literature Vol. 3 No. 2 (2023): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v3i2.227

Abstract

This descriptive-qualitative study was conducted to venture the written corrective feedback strategies employed by the College of Teacher Education teachers in a private university in Davao City, Philippines. The study utilized thematic analysis to analyze the data gathered from the in-depth interviews of eight selected participants through a purposive sampling technique. The data revealed teachers' seven written corrective feedback strategies: lexical written feedback, grammatical written feedback, organization in writing, motivating written feedback, metalinguistic feedback, and verification feedback. Additionally, this study uncovered the impact of written corrective feedback strategies, namely improvement of lexical skills, improvement of sentence structure, improvement of grammatical skills, development of the organization in writing, enhancement of self-regulation, a decrease of the affective filter, and improvement of learning productivity. The results of this study presented various written corrective feedback strategies for the teachers. It also unveiled the implications of the strategies employed. Hence, it is gainful for the administrators and teachers because they will be encouraged to use the strategies found in the study and practice them in the academe. It will also contribute to the students in a way that they will value the feedback. 
Acculturation Strategies of Indigenous Students in Learning English: A Qualitative Inquiry Jiki Clarice Dedel; Gywneth Jane Harani; Freizel Ann Plaza; Christian Jay O. Syting
Journal Corner of Education, Linguistics, and Literature Vol. 3 No. 2 (2023): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v3i2.230

Abstract

This qualitative descriptive study aimed to identify the factors that contribute to social and psychological distance of indigenous English learners, their strategies to reduce these factors, and their insights about acculturation. To this end, ten indigenous English major students at the University of Mindanao were interviewed. Through thematic analysis, findings revealed that the factors involved in the social distance of the participants were incongruence and dissimilarity between 2LL and TL group, negative attitudinal orientation towards the TL group, and cohesiveness of the 2LL group, while the psychological factors were language shock, high affective filter, and ego permeability. To address these factors, the participants implemented the following strategies: positive intergroup relationship, accommodation of the TL, perceptual distortions in favor of outgroup vitality, cultivation of positive self-image, and development of TL skills. In terms of the insights of the participants, this study observed empowerment of indigenous community, enhancement of exposure to second language input, instructional scaffolding in L2 teaching, implementation of intercultural approach, immersion to the outgroup, and alleviation of affective filter. The results evinced how the acculturation dilemmas faced by indigenous English learners prevented effective second language acquisition. From this, appropriate solutions may be formulated to ensure successful acculturation in the classroom.
Students’ E-complaints on the Promises and Pitfalls of Blended Learning: A Socio-Pragmatic Analysis Justin Banguis; Presley Fortes Divino; Christian Jay O. Syting; Karl Christian Maintang
Journal Corner of Education, Linguistics, and Literature Vol. 3 No. 2 (2023): November
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v3i2.225

Abstract

This study aimed to identify the linguistic make up of the 100 students’ e-complaints related to blended learning in the Philippines. The impoliteness strategies and how they are being used in each complaint were unraveled through a socio-pragmatic analysis. Furthermore, the study also examined what politeness strategies were violated in their complaints. In terms of impoliteness strategies, it involves the following: bald on record impoliteness, asserting, claiming, commanding, complaining, deploring, describing, explaining, planning, questioning, and suggesting; mock politeness, commanding, describing, questioning, requesting, stating, and suggesting; negative politeness, asserting, deploring, suggesting; positive politeness, stating, and swearing. On the other hand, the politeness strategies violated include bald on record politeness, positive politeness, negative politeness, and off record politeness. This study demonstrates the significance of recognizing impoliteness and its effects, particularly when posting complaints online. As a result, a complaint that appears to be polite is not always polite. In regard to other elements, such as social emotions and civility, direct and/or implicit attacks employed in complaints might still be considered disrespectful if they are unaware of the strategies that embody politeness and impoliteness.
Co-Authors Freizel Ann Plaza Gywneth Jane Harani Jiki Clarice Dedel John Rick Malisobo Justin Banguis Karl Christian Maintang Marivic Salce Michael Roasol Presley Fortes Divino