THE LIVED EXPERIENCES OF SENIOR HIGH SCHOOL STUDENTS ON THE WRITTEN CORRECTIVE FEEDBACK: BASIS FOR STANDARDIZED CORRECTIVE FEEDBACK MECHANISM.

Throughout the past years, written corrective feedback has been a constant part of second language teaching more specifically, teaching writing in ESL learners and it gained its status when it proved its efficacy in this field. Many claimed that written corrective feedback has a positive influence on the writing skills of the ESL learners and that's why according to Ferris & Hedgcock, 2005 feedback has been an investment of time and energy, eclipsing even the amount of time spent preparing and conducting lessons. Cognizant to this, the researcher is in pursuit of the lived experiences of the senior high school students regarding the written corrective feedback they received from their teacher. It also includes the reactions of the participants and personal experiences. This study employed methods on phenomenology under qualitative research design for it plays a vital role in underscoring the lived experiences of the participants. Based on the result of this study, the participants had positive reactions regarding the written corrective feedback they received. Moreover, through the given feedback, the participants revised their works and take better decisions on revising. The following conclusions were drawn: First, written corrective feedback helps learners identify their mistakes. Second, when learners received it, they tend to immediately revise their papers. Next, corrective feedback mechanism is proposed as the output of the study since it helps the learners identify their mistakes and learn from it. Lastly, written corrective feedback should be given by the teachers to the learners and be done immediately and religiously. [ABSTRACT FROM AUTHOR]