UNVEILING PEDAGOGICAL INSIGHTS: INVESTIGATING ENGLISH TEACHERS' WRITTEN CORRECTIVE FEEDBACK STRATEGIES

Antonio A. Sumabat Jr., Dulce Marie A. Martinez

Abstract


This qualitative phenomenological study explored the lived experiences of twelve English teachers in Davao del Sur, Philippines, concerning student essay correction. Employing purposive sampling, the research investigated the challenges faced, the written corrective feedback (WCF) strategies used, and teachers' perceptions of WCF efficacy. Using thematic analysis and content analysis, the themes were formulated. The teachers' experiences revealed navigating the complexities of balancing encouragement with critique, managing time, and addressing diverse writing issues through strategies like focused feedback and peer review. Their WCF strategies prioritize clarity via simple language and examples, encompassing metalinguistic explanations, direct correction, indirect guidance, and blended approaches. Post-feedback, teachers address clarifications and conduct discussions. Teachers perceived WCF as potentially enhancing engagement, writing improvement, and error correction, emphasizing clarity and contextual relevance. They noted the significant impact of student perceptions and emotions, stressing the need for constructive delivery to nurture a positive learning environment and meaningful writing development.

 

SDG Indicator #4: (Quality Education)

 

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Keywords


English teachers, pedagogical, phenomenology, written corrective feedback, strategies

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References


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DOI: http://dx.doi.org/10.46827/ejel.v10i2.6143

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