FILAMER CHRISTIAN UNIVERSITY Deregulated Status- CHED Roxas Avenue, Roxas City 5800 Capiz Philippines Graduate School A Survey Questionnaire on Perspective and Practices in Constructive Feedbacking of English Teachers and Their Students’ Responses: Basis for Feedback Assessment Guide Part I. Socio-Demographic Profile of the Respondents Directions: Please indicate your response by giving the necessary information and checking the appropriate information box. Name (Optional): _______________________________________ Sex Male Female Age 41 years old & above 31-40 years old 25-30 years old 24 years old & below Teaching Position Master Teacher II Master Teacher I Teacher III Teacher II Teacher I Length of Service 21 years and above 16-20 years 11-15 years 6-10 years 5 years & below Highest Educational Attainment Doctorate Degree With Doctorate Units Master’s Degree With Master’s Degree Units Bachelor’s Degree Part II. Perspective in Teachers Questionnaire Constructive Feedbacking of English Directions: Please rate the following statements based on your perception of constructive feedback in the English classroom, where 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree. Statements 1. Constructive feedback is an essential component of the English classroom for students' language development. 2. Providing constructive feedback helps students identify and correct their language errors effectively. 3. Constructive feedback enhances students' language learning motivation and engagement. 4. Constructive feedback helps students become more aware of their language strengths and areas for improvement. 5. Constructive feedback promotes students' reflective thinking and metacognitive awareness of their language learning process. 6. Constructive feedback should be specific, clear, and targeted to individual students' needs in the English classroom. 7. Constructive feedback should be timely and provided in a supportive and encouraging manner. 8. I believe that constructive feedback has a positive impact on students' language learning outcomes in the English classroom. 9. I am convinced that the provision of constructive feedback in the English classroom yields a beneficial impact on students' language learning outcomes. SA (5) A (4) N (3) D (2) SD (1) 10. I feel confident in my ability to provide constructive feedback effectively in the English classroom. 11. Constructive feedback should be focused on both form (grammar, vocabulary, pronunciation) and meaning (content, communication) aspects of language. 12. I believe that constructive feedback should be provided consistently throughout the language learning process in the English classroom. 13. Constructive feedback should be aligned with the learning objectives and goals of the English language curriculum. 14. I believe that students are more likely to accept and act upon constructive feedback when it is given in a nonjudgmental and respectful manner. 15. Constructive feedback should be followed up with opportunities for students to practice and apply the feedback in their language use. 16. I believe that constructive feedback should be individualized, taking into consideration students' progress and performance levels in the English classroom. 17. Constructive feedback should also highlight students' language strengths and achievements to boost their confidence and motivation. 18. I believe that constructive feedback should be a continuous process, involving ongoing monitoring, assessment, and feedback loops. 19. I feel that professional development and training on providing constructive feedback would be beneficial for English teachers in the classroom. 20. I believe that involving students in self-assessment and peer-assessment activities can complement the constructive feedback provided by the teacher in the English classroom. Part III. Practices in Teachers Questionnaire Constructive Feedbacking of English Directions: Please rate the following statements based on your practice in providing corrective feedback, where 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree. Statements Verification Feedback 1. I provide feedback to students that verify the accuracy of their language use, including grammar, vocabulary, and pronunciation. 2. I ensure that verification feedback is specific and focused on correcting errors or inaccuracies in students' language production. 3. I use verification feedback to highlight and correct mistakes made by students, providing them with accurate language models for improvement. 4. I believe that verification feedback is important for helping students develop correct language forms and structures in English. 5. I use verification feedback as a form of assessment to evaluate SA (5) A (4) N (3) D (2) SD (1) students' language proficiency levels and progress in English. 6. I use verification feedback to correct grammatical errors in students' written or spoken English language production. 7. I provide clear and concise verification feedback that focuses on correcting specific language errors made by students. 8. I use verification feedback to correct errors in punctuation, capitalization, and spelling in English. 9. I use verification feedback to correct errors in word choice, collocations, and idiomatic expressions in English. 10. I use verification feedback to correct errors related to verb tense, word order, and subject-verb agreement in English. 11. I use verification feedback to correct syntactic errors and help students improve their sentence structure in English. 12. I use verification feedback to correct vocabulary usage errors and expand students' English vocabulary knowledge. 13. I use verification feedback to correct pronunciation errors and help students improve their English pronunciation skills. 14. I provide immediate verification feedback to students during or after their language production to ensure timely and accurate corrections. 15. I offer explanations or examples in my verification feedback to help students understand the correct language usage in English. Facilitative Feedback 1. I provide feedback that guides students to self-correct and improve their language use in English. 2. I provide suggestions, prompts, or cues in my facilitative feedback to help students find solutions and improve their language skills. 3. I believe that facilitative feedback is important for fostering students' metacognitive awareness and language learning autonomy in English. 4. I provide feedback that encourages students to analyze and self-correct their language errors in English. 5. I use facilitative feedback to encourage students to set language learning goals and develop action plans for improvement in English. 6. I provide feedback that helps students develop self-monitoring skills and awareness of their language strengths and weaknesses in English. 7. I use facilitative feedback to prompt students to reflect on their language production and encourage self-regulated learning. 8. I provide feedback that promotes students' self-regulated learning skills, such as selfassessment, self-reflection, and self-adjustment in English. 9. I use facilitative feedback to encourage students to reflect on their language production, seek feedback from peers, and engage in collaborative learning in English. 10. I provide feedback that fosters students' metacognitive skills, such as planning, monitoring, and evaluating their language learning progress in English. 11. I offer suggestions or strategies in my facilitative feedback to help students overcome language learning challenges and obstacles in English. 12. I use facilitative feedback to encourage students to seek resources and strategies to address their language learning needs in English. 13. I use facilitative feedback to prompt students to self-reflect on their language use and identify areas for improvement in English. 14. I encourage students to actively participate in the feedback process by seeking clarification or elaboration on their language use in English. 15. I offer prompts or questions in my facilitative feedback to guide students to think critically and reflect on their language production in English. Praise 1. I use praise to acknowledge students' efforts in using English independently and creatively, beyond basic language accuracy. 2. I offer praise that acknowledges students' unique language abilities, such as their accent, intonation, or cultural knowledge in English. 3. I use praise to motivate students to take risks, express themselves, and engage actively in English language learning activities. 4. I provide praise that acknowledges students' contributions to class discussions, presentations, or group activities in English. 5. I offer praise that encourages students to continue using English confidently in real-life situations, beyond the classroom. 6. I provide praise that reinforces positive attitudes towards English language learning, such as persistence, resilience, and curiosity. 7. I use praise to recognize students' creativity, originality, and critical thinking skills in their English language production. 8. I offer specific and descriptive praise that highlights students' language strengths, such as vocabulary usage, fluency, or communication strategies in English. 9. I provide praise that recognizes students' improvement and progress in their English language skills. 10. I provide praise that fosters a positive mindset towards English language learning, such as a sense of accomplishment, confidence, and motivation to continue improving. 11. I offer praise that encourages students to continue using English confidently in reallife situations, beyond the classroom. 12. I use praise as a form of recognition and appreciation for students' language learning efforts and achievements in English. 13. I believe that praise is important for building students' confidence, motivation, and positive attitudes toward English language learning. 14. I provide specific and meaningful praise that recognizes students' language strengths, progress, and contributions in English. 15. I use praise to motivate and encourage students to continue using English confidently and effectively. Thank you for taking part in this survey. God bless! FILAMER CHRISTIAN UNIVERSITY Deregulated Status- CHED Roxas Avenue, Roxas City 5800 Capiz Philippines Graduate School A Survey Questionnaire on Perspective and Practices in Constructive Feedbacking of English Teachers and Their Students’ Responses: Basis for Feedback Assessment Guide Part I. Responses of Students on Constructive Feedbacking of English Teachers Questionnaire Directions: Please rate the following statements based on your perception of constructive feedback in the English classroom, where 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree. Statements Verification Feedback 1. My English teacher provides me with clear and specific feedback on my assignments. 2. I receive feedback from my English teacher that helps me to understand how I can improve my work. 3. My English teacher give me feedback that helps me to verify if I have correctly understood the concepts or content. 4. I find the feedback from English teacher helpful in verifying my understanding of the subject matter. 5. The feedback I receive from my English teacher helps me to ensure that I am on the right track with my learning. 6. The feedback I receive from my English teacher allows me to confirm if I have correctly applied grammar and vocabulary rules. 7. My English teacher provides me with feedback that helps me to SA (5) A (4) N (3) D (2) SD (1) verify the accuracy of my language use. 8. My English teacher's feedback includes specific examples or corrections that help me to verify the correctness of my language use. 9. I find the feedback from my English teacher valuable in verifying if I have used appropriate language forms and structures 10. My English teacher's feedback helps me to clarify any misconceptions or errors in my English language learning. Facilitative Feedback 1. My English teacher provides me with guidance and suggestions on how to improve my learning. 2. The feedback I receive from my English teacher helps me to reflect on my strengths and weaknesses in my learning. 3. My English teacher provides me with feedback that helps me to set goals and plan my learning effectively. 4. The feedback I receive from my English teacher helps me to identify areas where I need additional support and resources. 5. I receive feedback from my English teacher that encourages me to take responsibility for my learning. 6. My English teacher provides me with constructive feedback that helps me to identify areas for improvement in my language skills. 7. The feedback I receive from my English teacher encourages me to reflect on my language learning strategies and approaches. 8. My English teacher's feedback includes suggestions on how I can overcome challenges and improve my English language proficiency. 9. The feedback I receive from my English teacher assists me in developing self-regulation and metacognitive skills to enhance my language learning. 10. I find the feedback from my English teacher helpful in facilitating my language development and communication skills. Praise 1. My English teacher acknowledges and recognizes my efforts and achievements through their feedback. 2. I receive feedback from my English teacher that motivates me to continue working hard and striving for excellence in learning English. 3. My English teacher provides me with positive feedback that boosts my confidence and self-esteem. 4. The feedback I receive from my English teacher includes words of encouragement and appreciation for my work. 5. My English teacher praises my accomplishments and progress in their feedback, which motivates me to do better. 6. The feedback I receive from my English teacher acknowledges my efforts and accomplishments in a meaningful way. 7. My English teacher provides me with genuine and specific praise for my achievements and progress in English language learning. 8. The praise I receive from my English teacher inspires me to set higher goals and challenges for myself in my English language learning journey. 9. I find the feedback from my English teacher uplifting and encouraging, which boosts my confidence and motivation in learning English. 10. My English teacher's praise motivates me to continue striving for excellence and improving my English language skills. Thank you for taking part in this survey. God bless!
