Filipino ESL preservice teachers prefer private oral corrective feedback, regardless of major or gender.
Authors
Trisha May Cases, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Angeline Tapian Gonzaga, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Marinella Anila, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Lowella Catam-isan, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Michelle mendez Cuevas, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Lady Win Salundaguit, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines
Noel Nino Valle, Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines; Department of Education at Arcelo Memorial National High School Liloan, Cebu, Philippines
Lislee Valle, Research Fellow, Office of Academic Governance & Student Life, O.P. Jindal Global University Sonipat, Narela Road, Near Sonipat, Haryana, India; Cebu Technological University-Danao Campus Sabang, Cebu, Danao City, 6004, Philippines;
Summary
This study investigated the preferred oral corrective feedback (OCF) strategies of Filipino ESL preservice teachers at a Philippine State University. Grounded in Krashen’s Input Hypothesis, it aimed to identify learners’ preferences to improve language instruction. A mixed-methods approach was employed, involving 192 preservice teachers from six academic majors—Mathematics, English, Science, Social Studies, Technology and Livelihood Education, and Elementary Education— enrolled in a Purposive Communication course. Data was gathered through surveys and interviews using a 6-point Likert scale, where 1 indicated strongly disagreement and 6 strongly agree. Quantitative analysis involved ANOVA to compare preferences across majors and T-tests to assess gender-based differences. Thematic analysis was applied to qualitative responses. The study identified the most preferred OCF strategy during oral examinations and examined whether preferences differed by academic major or gender.
Results showed that private feedback was most preferred, with no statistically significant differences across majors or genders. These findings highlight the value of individualized feedback and may help educators and policymakers develop more learner-centered language teaching approaches. Previous research also emphasizes the influence of learners’ proficiency levels on feedback preferences, reinforcing the need to tailor corrective strategies to individual needs for more effective instruction.
Published in: International Journal of Learning, Teaching and Educational Research
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