Investigating Students’ Perceptions of Teachers’ Feedback in an Online English Class

This study examines the relationship between students' engagement and interest in the feedback they received in an online English class, as well as the quality of feedback given by the English teachers. It further studies students' satisfaction with the teachers' current feedback practices in their English online class. The study is designed in a quantitative manner using a correlational and descriptive research approach. It has adopted a survey questionnaire in Mulliner and Tucker (2015) to determine the types and quality of the feedback teachers provided. In addition, it investigated the level of students' engagement and interest in the quality of feedback they received. The modification made to the questionnaire underwent pilot testing using Cronbach's alpha, which was considered a measure of scale reliability. The participants were second-year college students enrolled during Academic Year 2021–2022 in a state college located in Pagadian City, Zamboanga del Sur. According to the study's findings, the quality of feedback students receive from their teachers in online English classes is highly correlated to students' engagement and interest, and vice versa, resulting in students' satisfaction with teachers' current feedback practices. In light of these findings, it is recommended that English teachers continue to provide online feedback even after the pandemic or even if the classes are supported by a face-to-face learning modality. Students will continue to use and value online feedback from English teachers