Corrective Feedback and Writing Skills of Humanities and Social Science Senior High School Students in Creative Writing
DOI:
https://doi.org/10.69569/jip.2025.460Keywords:
Corrective feedback, Creative writing, Direct feedback, Performance task score, Writing skillsAbstract
It was a fundamental factor when students’ writing errors in the Creative Writing subject were addressed through constructive corrective feedback, as writing was recognized as one of the enduring macro-skills being taught within the classroom environment. Henceforth, the researchers were eager to ascertain the significant correlation between corrective feedback and the writing skills of Humanities and Social Science (HUMSS) students in the Creative Writing subject. The study employed a non-experimental quantitative research design, and modified questions from Aridah et al. (2017) on the effect of corrective feedback on writing skills were utilized. Additionally, students’ performance task scores in the Creative Writing subject were taken into account. The overall respondents was 153, coming from Grade 12 HUMSS students, which was statistically determined employing Slovin’s formula. This study was conducted on May 09, 2023 at Santa Cruz Senior High School, Santa Cruz, Davao del Sur. Results disclosed that the teacher’s corrective feedback was verbally described as High, with a mean of 3.59, while the Grade 12 HUMSS students’ writing skills were verbally described as Fairly Satisfactory, with a mean of 3.27. Additionally, there was no substantial relationship among the study’s variables. Nonetheless, despite having no relationship between the two variables, direct feedback, as one of the predictors of corrective feedback, was found to be substantially correlated, as indicated by its p-value of 0.02. Holistically, this indeed revealed that corrective feedback did not affect students’ writing skills. Furthermore, this suggests that direct feedback must be highlighted and utilized by teachers to enhance students’ writing skills. It might have insignificant relationship between corrective feedback and writing skills, there was still a need to provide corrections to students’ writing activity which would serve as their basis to develop their second language, which had also supported the theory of noticing hypothesis, particularly in producing significant and final output that reflected their second language enhancement.
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