Peer’s Corrective Feedback: Effect on the Oral English Performance of the Students

Abstract

Despite prevailing notions that corrective feedback are over-studied and obsolete, recent reviews argue for their continued relevance, particularly in pedagogy. However, concerns about the reliability of some studies necessitate further research, particularly addressing assessment validity and effectiveness. This study, conducted in a 21st-century teaching and learning setting, explores the impact of two types of corrective feedback - teacher and peer - on students' Oral English performance. The research involved forty Grade 11 Humanities and Social Science Strand (HUMSS) students at Mindanao State University- Marawi Senior High School, divided into control and experimental groups. The control group received teacher corrective feedback, while the experimental group received peer corrective feedback. The effectiveness of these feedbacks was evaluated based on pre-test and post-test scores, as well as mean gain scores after a five-week intervention. The results showed an improvement in the mean gain scores for both groups, with the experimental group showing a slightly higher gain. However, the difference was not significant, suggesting that both types of feedback can be effective. The findings imply that students' capabilities should not be underestimated and that they can learn from each other. The slight edge of the experimental group suggests that some students may be more comfortable receiving feedback from peers. However, the negligible difference between the two groups also indicates that some students may trust teacher feedback more. This study underscores the importance of understanding the nuanced impacts of different feedback types in educational settings.



Author Information
Jaoharah Yusoph, Mindanao State University - Iligan Institute of Technology, Philippines

Paper Information
Conference: ACEID2024
Stream: Teaching Experiences

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Posted by James Alexander Gordon