The Future of Education
Determining the Preferred Oral Corrective Feedback through Existing Internalized Language Prejudice of Students in Selected Schools of Bulacan, Marinduque, and Pampanga
Claire Rose Miralles, College of Education, Polytechnic University of the Philippines (Philippines)
Geneva Cao, College of Education, Polytechnic University of the Philippines (Philippines)
John Louie Cruz, College of Education, Polytechnic University of the Philippines (Philippines)
JVAndrew Morales, College of Education, Polytechnic University of the Philippines (Philippines)
MaEricca Orga, College of Education, Polytechnic University of the Philippines (Philippines)
Kurt Christian Reodava, College of Education, Polytechnic University of the Philippines (Philippines)
Monica Louise Yaneza, College of Education, Polytechnic University of the Philippines (Philippines)
Abstract
Taking as a base from Waseem & Asadullah (2013), they said that as every land in the world agrees to grasp the concept of globalization, the demand to instill the English language in non-native-speaking countries has been increasing. Following the 2019 Programmes for International Student Assessment (PISA) results, it was revealed that the Philippines ranked lowest in reading comprehension among 79 PISA-participating countries. With the country performing below the organization's standards and criteria, the researchers investigate internalized language prejudice as learners’ primary obstruction in acquiring the English language. Furthermore, Oral Corrective Feedback (OCF) is an essential guide for students’ betterment and to perform separate functions. The researchers delve into the reasons of selected students when given oral corrective feedback in connection and relevance with how internalized language prejudice, stereotypes, and preconceived notions come into play when it comes to the effectiveness of English language learning and teaching. To explain this connection, the study used mixed methods: quantitative through online survey form and qualitative through focus group discussion. Wherein, the selected thirty students from three provinces were first given a survey questionnaire. Then the researchers selected fifteen participants who have undergone an interview with the researchers through FGD. The results shows, most of the students experienced internalized prejudiced language mainly in classroom discussions. They view OCF as a positive reinforcement for improvement on their speaking skills: grammar, pronunciation, and the correct use of words of the target language. Furthermore, on focus group discussion (FGD) it revealed that students preferred to be corrected in a pleasant manner to avoid the feeling of embarrassment or humiliation, and it is also a motivational enabler for the students to learn the second language.
Keywords Internalized Language Prejudice, Oral Corrective Feedback, Language Learning; Second Language Acquisition
References
[1] Publications - PISA. (n.d.). Retrieved November 9, 2021, from https://www.oecd.org/pisa/publications/pisa-2018-results.htm.
[2] Waseem, F., & Asadullah, S. (2013). Linguistic Domination and Critical Language Awareness. Procedia - Social and Behavioral Sciences, 70(January 2013), 799–820. https://doi.org/10.1016/j.sbspro.2013.01.126
