stdClass Object
(
    [id] => 16777
    [paper_index] => 202506-01-022802
    [title] => FEEDBACK TIMING THROUGH THE LENS OF ENGLISH TEACHERS
    [description] => 
    [author] => Keren Grace A. Dabuco, Dhan Timothy M. Ibojo. PhD
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/June/202506-01-022802.pdf
    [abstract] => This study explored the feedback timing among English teachers from four different public schools in the Division of Tagum City. The research addressed to seek out the experiences, best practices, challenges, coping strategies and insights of feedback timing of English teachers. Using the phenomenological approach, data were collected from 10 English teachers teaching English that have a minimum of five-year experience in teaching through a non-probability type of sampling, specifically purposive sampling. Qualitative data were gathered through in-depth-interview guide questions which were validated by a panel of validators to obtain teachers’ perspectives. The results indicated that the English teachers perceived their experiences as challenging yet rewarding when providing feedback. The study also revealed that teachers were challenged when providing feedback due to time constraints and for some reasons, delayed feedback can be difficult to implement due to heavy workloads and ancillary tasks. It was also shown that immediate feedback is beneficial for rectifying errors right away and engage students actively in the learning process, while delayed feedback encourages critical thinking and self-reflection, allowing students to have deeper reflection and understanding. Additionally, effective integration of feedback timing can significantly improve language instruction. These findings suggest that effective feedback timing in language learning can significantly enhance students' confidence and performance. This research contributes to the field of language education by providing insights into effective feedback practices that can be implemented in diverse classroom settings.
    [keywords] => English Language Teaching, Feedback Timing, Immediate Feedback, Delayed Feedback, Time Constraints, Heavy Workload, Challenges, Integration, Phenomenological Study 
    [doj] => 2025-06-28
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 222
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
Error fetching PDF file.