AFFIRMATION PRACTICES ANDTEACHER FEEDBACK IN ENHANCINGSTUDENTS' SPEAKING SKILLS IN EFLCLASSES AMONG HIGH SCHOOLSTUDENTS

Agus Gumilar; Hanna Sundari; Oom Rohmah Syamsudin

doi:10.30998/xw6gxh97

Authors

Agus Gumilar Universitas Indraprasta PGRI Author
Hanna Sundari Universitas Indraprasta PGRI Author
Oom Rohmah Syamsudin Universitas Indraprasta PGRI Author

DOI:

https://doi.org/10.30998/xw6gxh97

Keywords:

Affirmation, Feedback, Psychological Reinforcement, Speaking

Abstract

This research investigates the impact of self-affirmation practices and teacher feedback on students' speaking skills in EFL classes, focusing on students in grades XI at two vocational high schools in Karawang, Indonesia. Using a qualitative case study design, this research identifies the self affirmation practices that students employed before participating in classroom speaking activities. It also examines how teacher feedback, both corrective and encouraging, shapes students' perceptions and performance. The findings highlighted the importance of integrating self-affirmation and effective feedback in EFL classrooms, as well as the need for teacher training to create a supportive learning environment. This study has implications for EFL
educators, curriculum developers, and policymakers, showing that psychological reinforcement in language teaching can address students' emotional needs, leading to improved speaking proficiency and confidence.

Downloads

Download data is not yet available.

References

Bandura, A., & Wessels, S. (1997). Self-efficacy (pp. 4–6). Cambridge University Press.

Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.

Bygate, M. (1987). Speaking. Oxford University Press.

Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social identity. Annual Review of Psychology, 65(1), 333–360. https://doi.org/10.1146/annurev-psych-010213-115137

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Fitri Ramadhani, S. A. (2020). Investigating corrective feedback in speaking practice: Students’ preferences. Advances in Social Science, Education and Humanities Research, 424, 187–192. Atlantis Press SARL. https://doi.org/10.2991/assehr.k.200325.079

Hadden, I. R., Harris, P. R., & Easterbrook, M. J. (2024). Expected and unexpected long‐term effects of values affirmation in school. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12711

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 12(11). http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8

MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193–213.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications.

Nassaji, H., & Kartchava, E. (Eds.). (2021). The Cambridge handbook of corrective feedback in second language learning and teaching. Cambridge University Press.

Razi, S. (2014). Effect of pre-listening relaxation and self-affirmation exercises on L2 listening comprehension test performance. Tarih Okulu, 7(XVII), 871–888. https://doi.org/10.14225/joh370

Rozak, D. R., Maisa, M., & Hartati, S. (2023). Exploring implicit corrective feedback preferences on students’ speaking performance. Linguistics and ELT Journal, 11(1), 61. https://doi.org/10.31764/leltj.v11i1.15678

Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 261–302). Academic Press. https://doi.org/10.1016/S0065-2601(08)60229-4

Weekly, R., Pollard, A., & Macpherson, J. (2022). EAP corrective feedback in an EMI setting: Student and teacher beliefs. Journal of English for Academic Purposes, 59, 101157. https://doi.org/10.1016/j.jeap.2022.101157