The Effect of Indirect Corrective Feedback on The Writing Performance of Senior High School Students in Ansano Memorial National High School
Abstract
This study, entitled The Effect of Indirect Corrective Feedback on the Writing Performance of Senior High School Students in Ansano Memorial National High School, aimed to determine the effect of Indirect Corrective Feedback (ICF) on the writing performance of senior high school students. Specifically, it sought to answer the following research questions: (1) What were the pre-test mean scores of the participants in the control and experimental groups? (2) What were the post-test mean scores of the participants in the control and experimental groups? (3) What were the mean gain scores of the participants in the control and experimental groups following the intervention? (4) Was there a significant difference between the pre-test mean scores of the control and experimental groups prior to the intervention? (5) Was there a significant difference between the post-test mean scores of the control and experimental groups? (6) Was there a significant difference between the mean gain scores of the control and experimental groups following the intervention? (7) What was the writing performance of the participants, as assessed using the ESL Composition Rubric, following the intervention? and (8) What were the participants’ feedback and preferences regarding the use of Indirect Corrective Feedback?
The study employed a quasi-experimental research design to determine the differences in the writing performance of the control and experimental groups. A total of 40 students participated in the study and were divided into two homogeneous groups based on their first-quarter grades in the subject Reading and Writing. Prior to the intervention, the two groups obtained different pre-test mean scores, with the control group attaining a mean score of 53.10 and the experimental group obtaining a mean score of 57.80. Despite this difference, the results of Levene’s test indicated that the two groups were comparable, as the observed difference of 4.70 points between their mean scores was not statistically significant.The findings further revealed that, prior to the intervention, the writing performance of both the control and experimental groups was qualitatively described as ranging from fair to poor. Following the intervention, the control group continued to demonstrate a fair-to-poor level of writing performance, whereas the experimental group demonstrated an improvement, attaining a good-to-average level of performance. These findings indicate a positive effect of Indirect Corrective Feedback on the writing performance of the participants.
Furthermore, a significant difference was observed between the mean gain scores of the control and experimental groups following the intervention. The experimental group demonstrated greater improvement in the writing components assessed through the pre-test and post-test, namely content, organization, language use, mechanics, and vocabulary. The experimental group obtained higher scores across all of these components, indicating measurable improvement in their overall writing performance following the implementation of Indirect Corrective Feedback. Based on these findings, the study concluded that there was a significant difference between the post-test mean scores of the control and experimental groups following the intervention. The results suggest that the use of Indirect Corrective Feedback contributed to the improvement of the participants’ writing performance, particularly across the assessed components of writing.
