Literature shows the picture of human lives in different angles and colors. Analyzing literature open doors and windows to see meanings beyond what our naked eyes can.
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Sabado, Oktubre 19, 2013

Article Review of "Five Hundred Years of Love: A Prototype-Semantic Analysis" (By Heii Tissari. University of Helsinki)

The article is a research document composed of 30 pages which includes an abstract, introduction, presentation of data and data sources, hypothesis, discussion and interpretation, conclusion, notes, and references. It comprehensively discusses how the word LOVE changed through the course of time in terms of frequency of use and meaning based on the researcher’s point of view and his interpretations of data. The researcher used context-based approach; the analysis is not purely based on participant criteria, but also on situational knowledge. He also utilized the Prototype Theory of Concepts and Word Meaning. The model follows the prototype theory of semantics, which suggests that meaning is situated in domains and organized in clusters, and that some meanings re more typical than others.
            The researcher identified five central or prototypical ‘loves’ which occur in the domains of: 1) family, 2) friendship, 3) sexuality, 4) religion, 5) non-human world. Noteworthy, Lewis’s (1960) The Four Loves presented the following terminologies:
1.      Storge (Affection or family love)
2.      Philia (friendship)
3.      Eros (sexual love)
4.      Agape (religious love)
Moreover, Lewis provided five clearly differentiated categories of love, which can be defined via the participants in the following manner:
1.      The participants of family love are the family members
2.      The participants of friendship are friends
3.      The participants of sexual love are lovers
4.      In order for love to be religious, God has to be a participant
5.      If one of the participants is non-human, love is situated in the fith category which is called love of things
THE DICTIONARIES
The dictionaries consulted by the researcher include: 1) The Oxford English Dictionary (OED) and 2) Dr. Johnson’s eighteenth-century Dictionary of the English Language (DEL). Johnson’s five senses correspond exactly with the 5 categories, as can be seen in his definitions:
1.      To regard with passionate affection, as that of one sex to the other = sexual love
2.      To regard with the affection of a friend = friendship
3.      To regard with parental tenderness = family love
4.      To be pleased with = love of things
5.      To regard with reverent unwillingness to offend = religious love
            Correspondences show that Johnson seems to associate parental care chiefly with God. His definition of love conveys the idea of God as a loving parent whom we must revere. It is also clear that good will is a more general attitude than friendship, and that courtship or lewdness are specified aspects of sexual love. AOD distinguishes fairly well between sexual love, religious love, love of things, and other love, but family love and friendship merged in its entries into this category of other. The level of abstraction is high in the definition of the verb, where OED only distinguishes between loving a personal object and loving a thing.
ON PROTOTYPE THEORY
            The researcher was able to demonstrate how to apply the prototype theory of semantics in an actual research. In my opinion, I think this could be replicated if one intends to do a prototype-semantics analysis. The whole procedure is based on the way that the mind probably deals with concepts, through prototypical representations and contextual information. Love is considered a large conceptual cluster, which consists of five principal smaller clusters: family love, friendship, sexual love, religious love, and love of things.  These major categories are defined both in terms of their participants and in terms of the domains where they occur:
1.      Family love occurs within the family
2.      Friendship occurs in the domain of the world at large, between people whose mutual love is not based on the family situation or sexual relationship
3.      Sexual love occurs within the range of romantic, sexual and erotic relationships and encounters
4.      Religious love occurs in a world defined in terms of God’s dominance
5.      Love of things contains the remaining instances.
            Prototype theory implies degrees of typicality which means that it is likely that loving a personal object is more typical than loving a thing; or that when one looks the 5 categories, one of them is likely to be more typical than the others. Prototypical categories tend to have a family resemblance category. This theory takes up elements of former theories and moulds a new whole out of them.  It acquires a flexible and functional character through propounding the unsuitability of definition by a set of criteria attributes.
ECTRALINGUISTIC CONTEXT OF THE MODEL
            In this portion of the article, the researcher also introduces future researchers to possible issues that would manifest in the conduct of this kind of research. This way, the reader will be aware possible problems that will manifests in his research endeavors, and as a result, he will be able to apprehend and plan more carefully on how he will resolve these issues. There are 3 major issues that the researcher encountered;
1.    There is what a linguist normally calls synchronic and diachronic points of view, which concerns two periods separately and together.
2.    It is not only a society which develops and changes but also every individual.
3.    A topic which relates closely to the latter is the question of how much of the subject-matter here concerns intercultural or universal phenomena and how much is typically of the English language.
DATA
            The researcher also opens the minds of his readers on the advantages and disadvantages of the data that he utilized in this article, and leaves it to them to decide whether to follow his lead or devise another data gathering technique that is deemed more effective. Using the corpus data, the researcher easily access a large and representative collection of texts, that one of this collection contains evidence of a language (Early Modern English) the speaker of which can no longer be interviewed; partially the overlapping structure of the corpora facilitates a comparison with the Present-Day English. On the other hand, the researcher confronts the problem in deciding whether to treat texts and genres individually or in groups, and the fact that size does not necessarily mean quality.
            The data show that love is a much more frequent item in the Early Modern English sources than in the Present-Day English sources. The Early Modern English period of the HC cover the years 1500-1710. The present-Day English corpora were compiled in the 1960s and should represent the then current usage. Sources include: The Helsinki Corpus (HC), Shakespeare’s prose, Brown and LOB.
EXPECTATIONS
            In this portion, the researcher shows his vision of the study. He already have presumed results that will guide him in the course of analysis and interpretation. The main hypothesis concerns changes in the meaning of love, and especially the five prototypical loves between two different periods. What could have happened between those periods? Did love become any less powerful, did its meaning faded?
            There are 3 areas in which people’s world view might have influence the usage of the word love:
1.      Because of the secularization of Western culture, religious love could have become less frequent towards the present
2.      Early modern society was undoubtedly more patriarchal and stricter about family hierarchy.
3.      The dada could confirm the reality of a sexual revolution or at least growing courage ang willingness to talk about sexual love in the 1960s
            What happened to love in various text types? Expressions of affect tend to be most frequent in personal letters. Face to face conversation, telephone conversation, letters of recommendation, personal letters, and romance fiction. More generally, love should be more frequent in the Early Modern oral text types than in the literate, and more frequent in present day imaginative than informative prose.
LOVE IN THE TEXTS
            In the interpretation of data, the hypothesis of the researcher is confirmed in the results of the text type analysis. Love was most frequent in the private letters in HC and in the category of Romance and Love Story in Brown and LOB. All the highest figures in HC are in the oral group. After private letters came sermon, fiction and comedy. Similarly, love is more frequent in the imaginative than in the informative prose in the Present-Day English corpora.  Surprisingly, the category BIBLE in HC contained very little love. In the Present-Day English corpora it was surprising that there were categories o informative prose where love was almost as frequent as in imaginative prose.
            Sexual love should be an issue in romances and love stories, although surprisingly, Early Modern fiction and comedies contain more love. There is so little religion in the Present-Day English corpora that religious love cannot be very frequent in them.
THE PROTOTYPES
            Alongside with the participant analysis, the researcher also relied on contextual information concerning the domain of love.

Family Love
            It was more frequent in the Early Modern English texts than in the Present-Day English period, but a comparison between the two periods does not reveal all, because it was fairly rare in Shakespeare. This is problematic in two ways: 1) because one could consider the love words in letters quite separately as formulaic phrases, and 2) because Brown and LOB do not contain any such correspondence.
Friendship
Friendship was more common than family love in both periods, but even more frequent in the Early Modern English period. In the central sense, friendship is a mutual and free relationship between people who simply enjoy each other’s company, then the more peripheral senses were much more frequent in this cluster.
            The power relationship between people appears more clearly in the Early Modern English period, and the data also reflect a more male-oriented view of friendship in society. It is difficult to consider this as friendship, but all in all, samples shows the use of the word love in power relationships, moreover, people are more likely to use the word love when they are not talking about their friends in the strictest sense.
Sexual Love
            It was indeed the most frequent category in both periods, although it was even more dominant in the Present-Day English data. The whole process of falling in love and getting married is described by Kovecses (1986) who sketches both the ideal and the typical model of romantic love. The peripheral cases include the dogs behaving according to Kovecses’s model.
Religious Love
            God is the source of love but we may also expect it to mean that the brethren will love one another. Religious love in its primary sense is God’s love for people, but God can also inspire love in and among the created. In its secondary sense religious love is a divinely inspired love between people.
Love of Things
            It is somewhat more frequent in the Present-Day English data than in the early modern, where it is about as frequent as family love and friendship. The hypothesis about its becoming more frequent towards the present is hardly proved but it does  become more dominant with respect to other loves. Love of things was typically a verb category, while the other loves were more often presented by the noun.    
FUZZINESS
            The blurred edges between the categories are quite interesting as the relative frequency of the categories themselves. According to prototype theory, fuzziness appears in the categorical peripheries where edges meet and blur. Several problems were encountered by the researcher:
Problems of Participant Analysis
1.      Confusion when the participants could simultaneously be considered lovers and spouses (should it be taken as family love or sexual love?)
2.      It was not clear what to do with the texts discussing incest (should it be taken as family love or sexual love?)
3.      Homosexuality was not a problem if it was explicitly stated (should it be taken as sexual love or friendship?)
4.      Metonymy was typical of Early Modern love discourse. (since only a part of the body is mentioned to represent the whole, should it be love of things or sexual love?)
Domain Problems
5.      Smith’s sermon: should it be considered religious love because it appeared in the sermon or friendship because it dealt with the relationship between two people who were not family members or lovers?
6.      Taylor’s sermon: it talks explicitly about sexuality, and just a little about the relationship between Christ and the Church.
7.      The dog, falling in love, the analysis regards the dog as things but it is behaving like human.
NUMERICAL RESULTS
            The researcher presented a very general discussion of this result which could somehow be discussed and presented more explicitly and comprehensively to facilitate better comprehension in the part of the reader. By the way, he generalized that if the absolute frequencies of the five loves in both periods will be compared, then each prototype becomes less frequent in the Present-Day English data because it contains less love.
            Proportions of the prototypical love:  Sexual love and love of things increase, while the proportion of friendship and family love decrease. Surprisingly, nothing seems to happen in religious love. The results indicate changes between the relative proportions of the prototypical meanings. The results are partly analogous and partly contrary to expectations.
CONCLUSION
            The researcher ended the article with the conclusion that generalizes the results of the study. He made a clear finale for the important principles that were tackled along the way. He also highlighted the important contributions of this article in the Linguistics community. Such are as follows:
1.      There are strong family resemblances between these loves, which means that a look at dictionary definitions will show that their edges meet and blur.
2.      It is possible to categorized real data quite satisfactorily by looking at the participants and context (domain) of the five loves. However, sometimes the participant analysis can simultaneously suggest two categories and the contextual information may also differ from the participant analysis.
3.      Statistically, and based on numerical analysis, the relative frequencies of the five loves have changed between the two periods.
4.      The article further suggests that love could be considered at several levels of abstraction. Nevertheless, the study offers a new point of view on the history of love.
            This article therefore, is a good reading material for students of linguistics who want to further enrich their knowledge in semantics, especially in research context. Moreover, Five Hundred Years of Love is an indispensible reading material for linguistic researchers, most especially those who are focusing in the study of semantics. It provides a model on the conduct of research with respect to the field it focused with.  Furthermore, I think the article is also good for general readership and even to novice readers because it presents logical information and explanations that are easy to understand. But of course, it will demand the general reader an extra effort to look/research on several terminologies and concepts presented in the text. Above all, at least background knowledge or a basic understanding of what semantics and prototype theory is will ease the reading.
            To conclude, the article contains in itself a mystifying effect, that although the approach of the presentation is research based, it also offers a certain appeal to the emotion of the reader. Moreover, as I was reading the article, I noticed that I was constantly having reflections on my personal experiences about love, trying to reflect on my experiences as a reader and as an individual, and see through if I would agree and testify to the findings of the researcher, or if I will contradict him in my introspections.

            The article has its certain aesthetic value, aside from its being factual and informative. I suspect that this is due to its theme which is LOVE—something that everyone could relate and experience. 

DIRECT VS INDERECT FEEDBACK IN LOCAL ISSUES: Revisiting a Common Practice in Giving Feedback

INTRODUCTION:
Giving feedback on students’ essays has been a usual practice among every Filipino language teachers. It almost became part of the system, a daily routine which everyone usually takes for granted.  What do we check when we give corrective feedback on our students’ composition? Why do we give feedback? How can we do this task properly? Is there a standardized procedure in giving feedback? These are some of the questions that must be clarified and answered by a language teachers as responsible members of the academe.
One proponent that seems to be against giving feedback is John Truscott. In his paper entitled “Teacher Written Feedback...(2007)” he presented the following conclusions:
  1. The best estimate is that correction has small harmful effect on students,
  2. We can be 95% confident that if it actually has any benefits, they are very small.
Such statements would make one think and doubt the practice of giving feedback, as Truscott presented several other papers which manifested aligning findings. Ferris (2003) made a comparison between groups of writing students who received corrections and that of students who did not; and found out that it does not offer information on absolute gains made by correction group. Kepner (1991) “found little or no value for correction.” Sheppard (1992) concluded that correction was not only ineffective, but also probably harmful to students…” Fazio (2001) found out that students who are given feedback declined in accuracy while those which did not receive feedback had clearly the smallest decline.  Bitchener, Young and Cameron (2005) found out that the non correction group was slightly better than the correction only group. These findings are quite intriguing. But before fully believing these claims, the other side of the coin must also be considered.
Guenette, quoting FathMan and Whalley (1990) said, “The control group receiving feedback on formal and feedback on content gains in formal accuracy”. Ashwell (2000), Fathman & Whalley (1990), and Ferris and Roberts (2001) said “There are significant effects for the correction group.” Chandler (2003) found out that the accuracy of students who were required to correct their errors before submitting their next assignments improved over the semester and increased on a measure of fluency. If these are truth, then why are there many contradicting findings? According to Guennete (2007), differences in research design and methodology of each study are the root of the different results obtained, which we must not be confused. She also explained that “various dimensions of feedback have shown that conflicting results might be attributed to some or all the extraneous variables…” Teachers must then be aware that there is no “corrective feedback recipe”. She noted the following factors as possible references for the success or failure of corrective feedback:
  • the classroom context
  • the type of error students make
  • their level of proficiency
  • the type of writing they are asked to do
  • the collection of other variables that are as of yet unknown
With this in mind, how should a language teacher properly give feedback on our students’ papers? Ashwell (2000) suggested that improvement in content quality and formal accuracy, one has to direct his attention to helping students understand how the feedback is intended to affect their writing and why it is given in the way it is. But sometimes, the problem in this matter does not lie on the students, but with us the teachers, who sometimes lose tract.   
According to Montgomery and Baker (2007) “Teachers generally give little feedback on global issues, such as organization, and a large amount of feedback on local issues such as grammar and mechanics, throughout the writing process.” These findings in his research, if compared in the Philippine’s teaching-writing practices are also evident and true. Many language teachers will not deny their tendency to look at the students’ grammar errors, spelling errors, format, etc. when checking their students’ papers; usually, less attention is given on the students’ ideas and content and on how they organize them, should it then be concluded that writing teachers are doing the right thing? Several studies have revealed that providing feedback on local issues “does not help learners make fewer local errors than thus providing no feedback” (Montgomery and Baker, 2007). Truscott (1996), Kepner (1991) and Sheppard (1992) as cited by Montgomery and Baker even suggested in their studies that correcting local errors may actually lead to more errors committed by students. On the other hand, it should not be implied that giving local feedback is wrong or should not be practiced, as Fathman and Whalley (1990), and Ashwell (2000) said, as reflected in the paper of Guenette (2007), that students receiving both feedback in form and content showed gains in formal accuracy.
The discussions presented earlier shows that there is still an unsettled argument between the experts and scholars over the issue of giving feedback. But considering both party’s opinions, based on the evidences presented in their arguments, it can be concluded that there must be balance on the part of the teacher in terms of giving local and global feedback on students’ composition. In light of this, considering balance between the local and the global issues when giving feedback, the proponent of this paper conducted an investigation in a more specific aspect. Since it is a fact that plenty of Filipino writing teachers are focusing more on the local issues, a question on the kind of local feedback given by the teacher was raised in this paper.
There are two kinds of local feedback: direct and indirect. According to Ferris (2002) as mentioned by Rianto (2010), “direct feedback is a technique of correcting students’ error by giving explicit written feedback. While, indirect feedback is when the teacher/tutor alerts students to error using general comments, but gives students the opportunity to fix errors themselves.” Lee (2005), also mentioned by Rianto (2010), explains that direct feedback is provided when the correct form is written on student’s paper whereas indirect feedback is provided if the teacher indicates the location of the error indirectly on the paper by underlining, highlighting or circling, or indirectly by indicating in the margins that there is an error on that line but without providing the correct form.
This paper attempts to provide an in depth concept of the use of direct and indirect feedback in correcting local issues, with an assumption that teachers are already/will be applying balance between the content (local issues) and the form (global issues) to improve students’ writing skills and the quality of their writing inputs. This paper attempted to answer the following questions:
1.      Which between direct and indirect feedback produce more benefits on students’ composition and writing skills?
2.      What is the implication of the kind of feedback given by the teacher on the student’s writing experience?
3.      Which between direct and indirect is a better method when providing feedback on local issues?

METHODS:                                                                             
            The study employed the “Process-Writing” proposed by Malicsi (2003), who divided the writing process into three major activities: Prewriting, Fastwriting and Postwriting. The first major writing activity which is Prewriting starts by generating ideas through introspection, observation, experiment, review, interview or brainstorming; followed by structuring ideas done by writing an outline which covers: classification of ideas, ranking and sequencing. The second major writing activity is Fastwriting which is composed of drafting, done through “fastwrite” or writing as fast as possible in order to set down ideas in full, connected sentences; and redrafting which is done by replacing “scafs” (non-English words and phrases used while drafting) with the English expressions required by the topic. The final writing activity is Postwriting which is divided into two phases: the first is evaluating (global issue) or finding out if the draft communicates ideas and intentions effectively, and the finally editing (local issue), which is done by spotting the errors and correcting them.
This paper is focused and limited in studying the final phase of Postwriting which is editing. The respondents of the study is composed of two students who were randomly selected from an ENGL02 Class (Communication Skills 2) in which students are required to submit a composition as part of the course requirements. These respondents were given freewill to choose a topic based on their interest in order to motivate them to be more productive in the writing activity.   They went through the “Process Writing” which was facilitated by researcher; beginning from Prewriting, and following all the activities until they produced their first draft (D1), which marks the beginning of the Postwriting Stage. At this point, the researcher evaluated the D1 of each respondent and provided them with feedbacks focused on formal organizations (Mongomery and Baker, 2007) in order to improve the global aspects of their compositions—resulting to the second draft (D2).  After revising their paper and considering the form-focused feedback, each of the respondents turned in their D2 for editing. At this point the researcher utilized two forms of local feedback (Ferris, 2002;     Lee, 2005; Rianto, 2010), wherein Respondent A was given direct feedback while Respondent B was given indirect feedback and then both of them were asked to do their final revisions (D3).
The D3 submitted by the respondents after receiving the content-based feedback were then compared to D2 on the basis of accuracy (if they were able to correct the errors spot by the teacher) in order to determine the effects of direct and indirect feedback on student’s final written output and writing skills. Their behaviors in applying the feedbacks (whether they conform or deviate with the corrections) were also taken into consideration as part of the interpretation of data. Interviews among each respondent were also conducted in order to find out the benefits and the implication of the kind of feedback provided by the researcher on student’s writing skills.
DISCUSSION:                                                                                                                                 
            Generally, both D3 submitted by the respondents did not achieve perfection since several errors which were given feedback by the researcher were overlooked, as reflected in the details of the table bellow. It should be noted that such phenomenon happened because both respondents admitted that they overlooked several items when asked why those feedback items were disregarded/not corrected). But if none of those feedbacks were overlooked, the composition made by Respondent A, under direct feedback would have been more promising since the errors are not only spotted but are already given the correct form. The following table presents the summary of the researcher’s interpretation upon comparing D2 and D3 of both the respondents:


RESPONDENT
SPOTTED ERRORS
CORRECTION ATTEMPTS
ACCURATE ATTEMPTS
INACCURATE ATTEMPTS
OVERLOOKED ITEMS
A
29
22
22
0
7
B
19
15
10
5
4
                                                                                                                                             
            Respondent A represents the student who received the direct feedback while respondent B is the student who received the indirect feedback. The table shows that Respondent A committed 29 errors in his D2 but attempted to correct only 22 or 76% of the total errors as reflected in D3 and left out or disregarded the remaining 7 or 24% of the total errors identified by the researcher. Out of this 22 attempts to correct the errors based on the direct feedback provided by the researcher, Respondent A successfully corrected 22 which means that 100% of all his attempts to correct errors based on direct feedback is accurate.
            On the other hand, Respondent B committed 19 errors in his D2 but attempted to correct only 15 or 79% of the total errors as reflected in D3 and left out or disregarded the remaining 4 or 21% of the total errors identified by the researcher. Out of this 15 attempts to correct the errors based on the indirect feedback provided by the researcher, Respondent B successfully corrected only 10 items which means that only 67% of his attempts to correct errors based on the indirect feedback are accurate while the remaining 5 attempts of 33% is inaccurate.
            Comparing the results for the two respondents in terms of the percentage of successful attempts in correcting errors based of the kind of feedback that they have received, it is quite obvious that Respondent A got a relatively higher percentage by perfecting (100%) all the errors that he attempted to correct through the direct feedback given by the researcher against the 67% success rate of Respondent B who attempted to correct errors through indirect feedback. It should also be noted that Respondent B incurred 33% failure in correcting errors through indirect feedback. The result was justified during the interview, when they were asked why such result was achieved. Respondent A answered: “Kasi po andun na yung tamang dapat gawin. So, madali na po kasi ia-aply ko na lang yung correction nyo.” Such is true, since direct feedback was given by providing the correct form on student’s paper (Lee, 2005). The answer of Respondent B to the same question: “Eh mahirap po kasi ang grammar tapos nalilito pa ako dun sa iba kasi hindi ko sure kung tama ang naiisip kong revision tapos yung iba po hindi ko talaga alam kung anung gagawin ko.” also validates the result since indirect feedback is done by only alerting the student to errors using general comments, but gives students the opportunity to fix errors themselves (Ferris, 2002). Since the respondent is admitting the limitation of his knowledge in content, basically in grammar, it is really realistic that he fails to correct some of the errors spotted by the researcher’s indirect feedback.
            Respondent B was also asked if he was confident of the corrections he made while considering the signals provided by the indirect feedback during his final revision. He answered: Yung iba po sure ako, kasi madali lang. Like yung capitalization saka yung spelling. Kaso yung iba po wala talaga akong idea. Nakakalito sir! Saka hindi ko po talaga alam, yung iba po hinulaan ko lang kung tatama. On the other hand, Respondent A’s answer to the same question was full of confidence: “OO nman sir! Andun na po kasi yung sagot eh, isusulat ko na lang.” These answers still align with the nature of each kind of feedbacks; hence it will really be easier to apply the corrections given through direct feedback, since the answer is already provided, while it will be difficult to apply the corrections through indirect feedback since only hint to the answer is provided.
            When asked of what they have gained from their experience of receiving the kind of content feedback assigned to them during the final revision, several notable findings were revealed. Based on the answers of Respondent A during the exchange of questions and answers, and follow-up questions, the following benefits were gained from direct feedback:
·         The conduct of revising is faster and easier
·         There is confidence and certainty in the corrections being made
·         First hand comparison between the correct and incorrect usage and the rules governing content are realized while applying the revisions
·         Certain degree of awareness on the errors and the proper corrections are achieved
On the other hand, Respondent B also revealed several benefits form indirect feedback:
·         Development of critical thinking/analysis
·         Development of independent mind and resourcefulness
·         The feeling of self satisfaction and pride when successful correction of errors are made
CONCLUSIONS:
The following questions posted at the beginning of this paper are now given specific answers:
1. Which between direct and indirect feedback produce more benefits on students’ composition and writing skills?
  • This study found out that a composition which is revised through direct feedback has more potential to be successful since direct feedback corrects error by giving explicit written feedback (Ferris, 2002).
  • In terms of the benefits which a student gain from receiving either direct or indirect feedback, it has been clear based on the answers of both respondents during the interview, that both kind of feedback provides their own set of benefits which could be helpful in developing student’s writing skills.
2. What is the implication of the kind of feedback given by the teacher on the student’s writing experience?
  • By giving direct feedback, the teacher assures that as long as the student attend to all the corrections that are given, there is larger tendency to succeed in coming up with a better final written output. As reflected in the discussion portion of this paper, Respondent A was able to perform 100% accuracy in his entire attempt to correct errors which were given direct feedback.
  • By giving indirect feedback, the teacher creates an opportunity to safeguard the development of his student’s writing skills and language proficiency, and a venue to assess which aspect of the language has to be improved in order to help the student in developing his writing skills. Such as reflected in the discussion portion of this paper; whereas out of 15 attempts to correct errors which were identified through indirect feedback, only 10 or 67% was successful and the remaining 5 or 33% is a failure. Considering this result, the teacher may now reflect of the items which were unsuccessfully corrected and develop a plan on how to help the student in developing the necessary knowledge to correct them.
3. Which between direct and indirect is a better method when providing feedback on local issues?
  • Both direct and indirect feedbacks are effective depending on the teacher’s intention of using them; and considering the benefits they provide for the students, it is also the teacher’s prerogative of which between the two should be prioritized. But in choosing which one to utilize, teachers should may keep what Guennete (2007) said: “There is no corrective feedback recipe. The success or failure of corrective feedback will depend on the classroom context, the type of error students make, their level of proficiency, the type of writing they are asked to do and the collection of other variables that are as of yet unknown.”
REFERENCES:
Ashwell, T. (2000). Patterns of teacher response in a multiple draft composition: is content
feedback follwed by form feedback the best method? Tokyo: Komazawa Junior
College.

Guenette, T. (2007). Is feedback pedagogically correct? Research design issues in studies of
feedback in writing. DLSU: Journal of Second Language Writing.

Maliksi, J. (2003). The ELP writing manual Second Edition. QC: The Classic Foundation.

Mongomery, J. L. and Baker, W. (2007). Teacher-written feedback: student perceptions, teacher
self-assessment and actual teacher performance. USA: Brigham Young University.

Rianto, S. (2010). Using indirect feedback in correcting student writing. Retrieved from

Truscott, J. (2007). The effect of error correction on learner’s ability to write accurately. DLSU:

Journal of Second Language Writing.