"Investigating the Effects of Mother Tongue-Based Teacher Oral Feedback" by Gerald C. Arugay

Investigating the Effects of Mother Tongue-Based Teacher Oral Feedback in the Writing Process and Attitudes of Multilingual Learners in an Academic Writing Class

Date of Award

12-1-2023

Document Type

Thesis

Degree Name

Master of Arts major in English Language and Literature Teaching (Option I-Thesis)

First Advisor

Devi Benedicte I. Paez

Abstract

A teacher feedback is an assessment of student achievement and learning that, when communicated to the students, informs them of how well they have performed (Talib, Naim, & Supie, 2015). In the context of the study, the researcher focused on the use of mother tongue-based oral feedback in a multilingual classroom. Its effects were investigated and the attitudes of the students towards its utilization were also assessed. The study used a mixed methods design, specifically an explanatory mixed methods design, with a total of 10 participants, five for the experimental group and five for the control group. The experimental group received a mother tongue based oral feedback while the control group received an English-based oral feedback. Upon analyses of the statistical data derived from the quantitative part of the research, it becomes evident that both feedback mechanisms—rooted in mother tongue and English-based—yield positive outcomes in improving students' writing capabilities. Yet, a nuanced comparison between these two approaches reveals the better efficacy of mother tongue-based-based feedback. This distinction carries profound implications for instructional methodologies. The qualitative findings further enrich the quantitative data gathered, revealing the multifaceted implications of integrating mother tongue-based feedback.

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