RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION © CHAPTER V ‘SUMMARY, CONCLUSION, AND RECOMMENDATIONS 4 This chapter provides Ay summary of the study, presents the conclusion drawn based on the findings of this research, and offers recommendations for institutional improvement and further studies. ‘Summary of Findings The findings of the transcription of the observation and interview are summarized in this section. 1. The types of indirect oral corrective feedback implemented in ESL | classrooms Indole) enol Neel Lea FEEDBACK Figure 2: Types of Indirect Oral Corrective Feedback@ RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION The types of indirect corrective feedback that the teacher used in correcting the errors of the Grade 11 students during oral recitation are repetition, clarification requests, metalinguistic clues, elicitation, and paralinguistic signals. After the observation, the results were tallied, and among all the types of indirect corrective feedback, it was found that the teachers did not use elicitation in correcting the student's erroneous answers. However, the most commonly used types are clarification requests followed by paralinguistic signals, repetition, and metalinguistic clues. Besides, the result also indicates that clarification requests are mostly used in STEM, followed by HUMMS, ABM, and ICT. Moreover, in ICT, the teachers mostly used Paralinguistic signals. 2. The learners’ perception of the indirect oral corrective feedback used by the teachers in correcting their erroneous answers The study shows that 11th graders from different academic programs grasp the concept of Indirect Oral Corrective Feedback (IOCF) as a teacher's method of subtly pointing out errors in student responses without directly toveed Mrowtng W& correpfion. With that, a considerable proportion of Grade 11 AP students in all academic areas believe that the teacher's oral corrective© RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION © rn feedback is mostly meant to draw attention to mistakes rather than directly calling them out. IOCF encourages deeper reflection and ultimately fosters self-reliance in using accurate language structures. Also, it empowers students to become self-directed learners, ultimately leading to greater proficiency in spoken communication. IOCF types like repetition and clarification requests help students determine that they have committed an erroneous answer. Therefore, students identified the Indirect Oral Corrective Feedback as helpful to students to enhance their academic performance. Specifically, it makes the students improve their language skills and well-being because IOCF boosts their confidence and allows them to be aware and accept their mistakes and correct them. In addition, it makes students beg&n autonomous in their oy learning. This demonstrated that students view indirect oral corrective feedback as a teaching strategy in which teachers avoid giving out direct criticism. The evidence demonstrates how teachers provide feedback to their students, how the students are aware of this indirect kind of feedback, and how it helps them enhance their performance on the oral recitation. Regarding that, IOCF techniques are perceived by students as a positive reinforcement, because teachers point out the correct answer through repetition and clarification requests instead of pointing out students’ erroneous answers. In connection to that the students will not feel discouraged to answer because of their mistakes and they will be able to correct what they answered.@ RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION feedback in the ESL classroom The interview data showed the ramifications of various forms of indirect corrective feedback in ESL courses. Every form of indirect oral corrective feedback was acknowledged to have unique implications for students’ learning. Repetition is a remedial method that helps students become proficient at using critical thinking to correct their mistakes. When teachers utilize repetition as an indirect kind of feedback, anne tey te correct their mistakes on their own and gain confidence. Meanwhile, clarification requests stimulate students’ cognitive thinking skills to self-correct. The ESL teacher uses a clarification request to hint at a mistake that the students have made and to encourage the students to fix their errors. Students can strengthen their cognitive capacities and their language skills with this type of indirect correction. Furthermore, Metalinguistic clues promote learner autonomy in ESL Classrooms, when it comes to oral recitation, metalinguistic clues assist students in becoming more self-correcting. Furthermore, Teachers usd Daraingusté Signals to” TedudS Spoonsteeding arid promote self-correction in language leamers. This tactic encourages student independence, which reduces the need for spoon-eeding and an over-reliance on direct instruction—especially in upper grades. With all of that. the implications of indirect oral feedback in the ESL classroom are to help the? e 3. The implications of the different types of indirect oral corrective | | | |,; @ RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION © student be independent in their learning, especially when it comes to correcting their errors. The study also indicates that the use of indirect corrective feedback inside the classroom, whatever the type, is beneficial to the student's learning process. Conclusions This presents the generalization obtained from the results of the study. ‘An observation was utilized in investigating the types of OCF used by the ESL teachers implemented in ESL classrooms. It came from the four strands, particularly STEM, HUMSS, ICT, and ABM of Grade 11-SHS. That is, Clarification requests, paralinguistic signals, metalinguistic clues, and repetition were being used as an approach by the ESL teachers. More so, interpreting the data, which concludes the overall frequency and percentage of the types. Of IOCF in the grade 11-SHS, clarification requests were mostly applied, Particularly in the STEM strand, followed by HUMSS, ABM, and ICT. Next most applied were the paralinguistic signals, followed by repetition, and lastly, the metalinguistic clues. In addition, an interview was also conducted to assess the perceptions of the language learners in IOCF used by the ESL teachers in correcting their erroneous answers. The study found that a considerable Proportion of Grade 11 students were informed when the teachers were indirectly correcting them . |... SH 95ay @o RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION © without giving them the correct form. Their perceptions of defining IOCF were closely related to how they view such IOCF when it occurs in the class. It empowers students to become self-directed learners, ultimately leading to greater proficiency in spoken communication. OCF types like repetition and Clarification requests help students determine that they have committed an erroneous answer. Therefore, students identified the Indirect Oral Corrective Feedback as helpful to students to enhance their academic performance. This indicated that students perceive indirect oral corrective feedback as a teaching style in which teachers avoid providing direct feedback. The research shows how teachers deliver feedback to their students, how students are aware of this indirect type of feedback, and how it helps them improve their performance on oral recitation. That is why, Improving Indirect Oral Corrective Feedback promotes a healthy leaming experience between the ESL teacher and the students. Because it is fundamental to the development of learners’ English proficiency, the IOCF of ESL teachers is greatly influential on the success of English language teaching and learning at all levels. Moreover, A "tender manner” correction promotes a safe and productive learning environment because students won't feel pressure to correct their answers immediately which implies a positive reinforcement to students. Through these subtle corrections, this will help them to be motivated to self-correct their errors. Also, students@ RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION view IOCF as a means to improve them, and as long as the teachers are kind and gentle in correcting them indirectly, it will continuously boost their confidence, leading them to answer in class more assertively. Subsequently, the researchers provided the implications of the different types of indirect oral corrective feedback in the ESL classroom after determining the results of the observation and interviews, which would help to interrelate the implications of the |OCF types in ESL classrooms. Through that, it shows that even if there is vagueness to indirect corrective feedback, ‘students still have positive connotations for the IOCF being used in the Classroom. Each type of indirect oral corrective feedback was recognized to have distinct implications for students' development during oral recitation. Therefore, subtle clues, for instance, might be a good way to encourage self-correction in speaking activities. By actively participating in self-correction, learners are encouraged to take charge of their languageearning process through indirect feedback. This encourages independence in language use and learner autonomy. Lastly, with the use of IOCF in the classroom, students can self-correct their mistakes in a safe and encouraging setting. Learners are more eager to take chances and do new things with the language when they feel more confident in their abilities to spot and correct errors made during oral recitation. Learners are better able to express themselves in English more efficiently and fluently when they have a sense of confidence and autonomy. et. le lee ee 97@ RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION Taking all of that into consideration, the implications of indirect oral feedback in the ESL classroom are to support the student's independence in learning, particularly in fixing mistakes. The study also shows that all forms of indirect corrective feedback used in the classroom are helpful to the way students learn during oral recitation. Beyond only correcting errors, using various forms of indirect oral corrective feedback in ESL classrooms has profound implications. Indirect oral corrective feedback techniques support metalinguistic clues to student autonomy and confidence-building, stimulating thinking skills to self-correct, and repetition as a remedial strategy for language leamensPiih are important components of a comprehensive and successful approach to language instruction during oral recitation. Recommendations This presents the suggestion and recommendation of the researchers based on the conclusions and purpose of the study. The researchers recommend when conducting observation with this kind of study, it requires an ample of days to fulfill and observe all of the OCF strategies. However, there are existing constraints that are certainly inevitable when conducting a research study. This research study offers insights and serves as a reference for future researchers, who may find it valuable for exploring and analyzing other® RIZAL TECHNOLOGICAL UNIVERSITY COLLEGE OF EDUCATION worthy topics or issues in depth. It is recommended that teachers provide students with a variety of Indirect Oral Corrective Feedback options and give them the freedom to select the type that works best for them. It is suggested that teachers use the various forms of Indirect Corrective Feedback in accordance with the needs of their students. ‘The researchers recommend that the Future researchers ait delve further into the topic of using elicitation to correct students’ answers in the classroom.