Effectiveness of Corrective Feedback to the Speaking Proficiency of ESL Students

Glyn Magbanua; Rahima Cabunto

doi:10.1997/2qvnvr35

Authors

Glyn Magbanua University of Southern Mindanao Author
Rahima A. Cabunto University of Southern Mindanao Author

DOI:

https://doi.org/10.1997/2qvnvr35

Keywords:

Corrective Feedback, ESL, speaking proficiency, quasi-experimental, control group, experimental group

Abstract

The study sought to determine the effectiveness of explicit corrective feedback on the speaking proficiency of ESL students. To answer this, a quasi-experimental pre-test post-test non-equivalent group design was employed, with two sections of AB English students from the University of Southern Mindanao assigned to control (n=28) and experimental (n=37) groups. In assessing each group’s proficiency in the pre-test and post-test, the study used English Score, a free mobile application developed by the British Council. The experimental group received 10 corrective feedback sessions to address speaking errors the respondents committed in the classroom. The data gathered in this study was analysed using t-tests and Mann Whitney U test. Results indicate that corrective feedback is effective, with participants in the experimental group showing significant improvement compared to the control group after the intervention. However, the degree of improvement observed in the experimental group was only comparable to that demonstrated by the control group.

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Author Biography

Rahima A. Cabunto, University of Southern Mindanao

Education Specialist

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