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Corrective Feedback in K-12 English: Characteristics, Purposes, and Examples

Author

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  • Krizia Clarisse Galvez-Capili

    (Bulacan State University Graduate School, Philippines)

  • Ma. Nina Jesusa Gloria

    (Bulacan State University Graduate School, Philippines)

  • Ramil Ilustre

    (Bulacan State University Graduate School, Philippines)

Abstract

This paper synthesizes findings from qualitative and quantitative research on corrective feedback in an English as a Second Language (ESL) classroom. This paper revisited the characteristics and purposes of corrective feedback. Searches were conducted using the following research and journal databases: Google Scholar, Academia.edu, Research Gate, and Directory of Open Access Journals (DOAJ). The results provide analyses of the four corrective feedbacks, namely, recast, clarification request, metalinguistic feedback, and elicitation. The researchers also provide examples appropriate to each key stage of K-12 schooling in the Philippines. It is emphasized in this paper that learners learn best if they are aware that they are corrected and if the manner of correcting them is not obtrusive.

Suggested Citation

  • Krizia Clarisse Galvez-Capili & Ma. Nina Jesusa Gloria & Ramil Ilustre, 2022. "Corrective Feedback in K-12 English: Characteristics, Purposes, and Examples," International Journal of English Language Studies, Al-Kindi Center for Research and Development, vol. 4(3), pages 28-34, July.
    • Handle: RePEc:alk:ijels0:v:4:y:2022:i:3:id:3573
    DOI: 10.32996/ijels.2022.4.3.4
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