Corrective Feedback Strategies in English Language Class and its Influence to Students' Self-Efficacy and Speaking Performance

Abstract

INTRODUCTION

In second language acquisition (SLA) errors are considered a natural part of the learning process and a sign of students' efforts to produce the target language. Feedback is defined as an immediate response to learners' errors and in order for feedback to be effective, it needs to inform the learners whether their answers are correct or not, as well as provide them with enough information and guidance to produce the correct target form. Ammar and Spada (2007) broadly stated that corrective feedback is the information following an error produced by the language learner.

The study investigated the corrective feedback strategies in the English language class and its influence on grade 8 students' self-efficacy in speaking performance in Lucena City National High School and Quezon National High School for the academic year 2017-2018 with an end view of proposing a guide. It also sought to determine students' speaking errors; the corrective feedback strategies used by teachers in English classes with regards and the level of students' self-efficacy belief in speaking performance. Moreover, it aimed to reveal which of the corrective feedback strategies predict students' self-efficacy belief in speaking performance.

METHODS

Using the descriptive method, 167 students-respondents were subjected and their responses were transcribed and analyzed through frequency and percentage, weighted mean, and multiple regressions.

RESULTS

It was revealed that phonological errors constitute the most number with 38 or 40.43% followed by grammatical (28.72%) and lexical errors (23.40%). Explicit correction is the most widely used corrective feedback strategy (26.60%) followed by repetition (20.21%), clarification request (13.83%), recast (11.70%), elicitation (6.38%), paralinguistic signal (5.32%), and the added categories such as "̃no correction' (10.64%) and " ̃supplying' (5.32%). Students' level of self-efficacy belief in speaking performance is described as a moderate extent (3.11 AWM).

DISCUSSIONS

The corrective feedback strategies do not predict to a great extent the self-efficacy belief in speaking class. A guide in using the corrective feedback strategies has been developed based on the results of the study and is ready for validation. It was recommended that patterns of corrective feedback strategies may also be investigated in line with errors committed by the students in the speaking class.