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.
Recommended Citation
Arugay, Gerald C., (2023). Investigating the Effects of Mother Tongue-Based Teacher Oral Feedback in the Writing Process and Attitudes of Multilingual Learners in an Academic Writing Class. Archīum.ATENEO.
https://archium.ateneo.edu/theses-dissertations/1034