Exploring Feedback Strategies Used by Teachers and Language Anxiety among English Major Students: A Mixed Methods Study

Cyrex G. Ca-as

Researcher, Kapalong College of Agriculture, Sciences and Technology, Kapalong, Davao del Norte, Philippines

Jonelson C. Escandallo, PhD

Program Coordinator, Institute of Teacher Education, Kapalong College of Agriculture, Sciences and Technology, Kapalong, Philippines   

Abstract

The study aimed to describe the lived experiences of English major education students in a local college on feedback strategies and language anxiety. This study engaged mixed method design, utilizing parallel convergent approach. The participants of the study were the English major students from all year levels. There were 214 students who were randomly selected for quantitative and 10 for the qualitative: five for in-depth interview and five for focus group discussion which were purposively selected. Based on the results of the study, it was determined that the level of feedback strategies used by teachers is very high while the language anxiety is high. In terms of significant relationship when group according to sex and year level, the results revealed that there is no significant difference when grouped according to sex, while, there is a significant difference when grouped according to their year level. The results from the quantitative and qualitative converged when they were being corroborated. The results confirm in this study, which stated that teachers' utilization of specific feedback strategies significantly influences the level of language anxiety experienced by English major students, with implications for classroom pedagogy and student well-being. 

Keywords: feedback strategies, language anxiety, mixed methods, English major students, Davao del Norte, Philippines 

How to cite:

Ca-as, C., & Escandallo, J. (2024). Exploring Feedback Strategies Used by Teachers and Language Anxiety among English Major Students: A Mixed Methods Study. International Journal of Multidisciplinary Educational Research and Innovation. 2(4). 489-517. https://doi.org/10.17613/2q9yq-t1m95.

References: 

Akbari, O., & Sahibzada, J. (2020). Students’ self-confidence and its impacts on their learning process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462

Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation: A mixed methods approach. Frontiers in Education, 6, 618655. https://doi.org/10.3389/feduc.2021.618655.

Ali, B. J., & Anwar, G. (2021). Anxiety and foreign language learning: Analysis of students’ anxiety towards foreign language learning. International Journal of English Literature and Social Sciences, 6(3), 234–244. https://doi.org/10.22161/ijels.63.35

Bharuthram, S., & van Heerden, M. (2023). The affective effect: Exploring undergraduate students’ emotions in giving and receiving peer feedback. Innovations in Education and Teaching International, 60(3), 379–389. https://doi.org/10.1080/14703297.2022.2132342

Buurman, M., Delfgaauw, J., Dur, R., & Zoutenbier, R. (2018). The effects of student feedback to teachers: Evidence from a field experiment. SciSpace - Paper. https://typeset.io/papers/the-effects-of-student-feedback-to-teachers-evidence-from-a-hcaygk7ivg

Byrne, P. J., & Connor, S. (2020). Building pre-professional students’ interprofessional skills and confidence: A population health approach. Journal of Nursing Education, 59(3), 169–172. https://doi.org/10.3928/01484834-20200220-10

Collie, R. J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712–726. https://doi.org/10.1111/bjep.12527

Duran, D., & Miquel, E. (2019). Preparing teachers for collaborative classrooms. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.780

Escandallo, J., & Escandallo, L. (2024). Exploring English Major Students' Perspectives on Blended Learning: A Multiple Case Study. International Journal of Asian Education, 5 (2), 76-85.

Escandallo, J.C., & Baradillo, D. (2024). A sequential explanatory approach on the relationship between social literacy and student engagement as mediated by English speaking skills. EPRA International of Multidisciplinary Research (IJMR).

Fajri, D. R. (2020). Foreign language anxiety in student’s speaking and writing skills. Journal of English Language Teaching and Literature (JELTL), 3(1), 66–79. https://doi.org/10.47080/jeltl.v3i1.786

Fong, C. J., & Schallert, D. L. (2023). Feedback to the future: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist, 58(3), 146–161. https://doi.org/10.1080/00461520.2023.2193668

Klang, N., Olsson, I., Wilder, J., Lindqvist, G., Fohlin, N., & Nilholm, C. (2020). A cooperative learning intervention to promote social inclusion in heterogeneous classrooms. Frontiers in Psychology, 11, 586489. https://doi.org/10.3389/fpsyg.2020.586489

Lipnevich, A. A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 720195. https://doi.org/10.3389/feduc.2021.720195

Ludwig, J. (2021). An experiment in active learning: The effects of teams. International Journal of Educational Methodology, 7(2), 353-360. https://doi.org/10.12973/ijem.7.2.353

Maher, K., & King, J. (2023). Language anxiety and learner silence in the classroom from a cognitive-behavioral perspective. Annual Review of Applied Linguistics, 43, 105-111. https://doi.org/10.1017/S0267190523000077

McPartland, C. (2018). Synergy in learning: Teachers and student support assistants working together to promote learner metacognition in post-compulsory education. Teaching in Lifelong Learning, 8(2). https://doi.org/10.5920/till.537

Mendo-Lázaro, S., León-del-Barco, B., Felipe-Castaño, E., Polo-del-Río, M. I., & Iglesias-Gallego, D. (2018). Cooperative team learning and the development of social skills in higher education: The variables involved. Frontiers in Psychology, 9, 374188. https://doi.org/10.3389/fpsyg.2018.02035

Metcalfe, J., Vuorre, M., Towner, E., & Eich, T. S. (2023). Curiosity: The effects of feedback and confidence on the desire to know. Journal of Experimental Psychology: General, 152(2), 464. https://doi.org/10.1037/xge0001300

Monteiro, V., Carvalho, C., & Santos, N. N. (2021). Creating a supportive classroom environment through effective feedback: Effects on students’ school identification and behavioral engagement. Frontiers in Education, 6, 661736. https://doi.org/10.3389/feduc.2021.661736

Naser Oteir, I., & Nijr Al-Otaibi, A. (2019). Foreign language anxiety: A systematic review. Arab World English Journal, 10(1), 309-317. https://doi.org/10.24093/awej/vol10no1.27

Nguyen, N. X., & Hung Luu, N. Q. (2021). EFL learners’ perceptions of teachers’ corrective feedback for pronunciation. International Journal of Science and Management Studies, 4(4), 266-281. https://doi.org/10.18844/prosoc.v4i1.225

Nursianawati, S. (2020). The role of teachers in developing students’ cooperative attitudes. Atlantis Press Proceedings, 3(8), 838-845. https://doi.org/10.2991/assehr.k.200130.167

Osacar, E. G., & Lafuente-Millán, E. (2021). Sources of foreign language anxiety in the student-teachers’ English classrooms: A case study in a Spanish university. Revista Electronica de Linguistica Aplicada, 20(1), 155-176. https://doi.org/10.1515/rela-2021-0012 

Patel, K. R., Silva, R. A., & Dahling, J. J. (2019). Leveraging feedback orientation in the workplace: Directions for research and practice. In K. James & M. A. Brown (Eds.), Advances in Management and Organizational Studies. Springer. https://doi.org/10.1007/978-3-030-30915-2_6

Sabri, S., Khairuddin, Z., Johan, S. J. A., Daud, K. M., & Bahrn, F. F. S. (2021). Causes of language anxiety in an ESL classroom: Towards a mentally healthier learning environment. International Journal of Asian Social Science, 11(9), 452-460. https://doi.org/10.18488/journal.1.2021.119.452.460

Sheen, Y., & Ellis, R. (2011). Corrective feedback in language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 593-610). Routledge. https://doi.org/10.4324/9780203842651

Shukla, P., McClean, S., & Hidson, E. (2019). An intervention through teaching and learning practice for addressing stress and anxiety in students caused due to the challenge of studying a cross-disciplinary subject. SciSpace. https://doi.org/10.2991/icset.k.191216.018

Thomas, K. E. (2018). Comparing explicit exemplar‐based and rule‐based corrective feedback: Introducing analogy‐based corrective feedback. Modern Language Journal, 102(2), 371–391. https://doi.org/10.1111/modl.12470

Wang, H. (2019). Examining the effectiveness of achievement goal-based personalized motivational feedback in online learning. ProQuest Dissertations & Theses Global. https://doi.org/10.25394/pgs.7999388.v1

Weekes, B. S. (2020). Foreign language anxiety: Translating cognitive neuroscience to the classroom. In Routledge eBooks. https://doi.org/10.4324/9780429027833-5