Class Participation, Oral Corrective Feedback, and Speaking Confidence of the Junior High School Learners: Basis for Enhanced Articulation and Communication Strategies Workbook

This mixed-method research study aimed to determine the levels of class participation, oral corrective feedback, and speaking confidence of the junior high school in the province of Aklan during the school year 2025-2026, serving as the basis for proposing enhanced articulation and communication strategies workbook. Using the Taro Yamane, the study involves 397 participants were randomly selected from a total population of 35,413 public junior high school learners. Three questionnaires; adopted and modified instruments, namely Class Participation Questionnaire (Fredricks et al., 2004), Oral Corrective Feedback Questionnaire (Lyster & Ranta, 1997), and Speaking Confidence Questionnaire (Yanar & Bümen, 2012) were used. Qualitative data were gathered through focus group discussions. Stratified random sampling and Taro Yamane determined the sample size. Descriptive statistics included frequency counts, percentages, means and standard deviations, while inferential statistics utilized one-way ANOVA and Pearson’s r, set at alpha level of 0.05. The findings revealed that the junior high school learners demonstrated very high levels of class participation and oral corrective feedback, alongside a high level of speaking confidence. A significant difference in speaking confidence was observed across the varying levels of class participation among leaners and another significant difference in speaking confidence was found across the levels of oral corrective feedback. Furthermore, significant relationships identified between class participation and oral corrective feedback, as well as between class participation and speaking confidence. Similarly, a significant relationship was found between oral corrective feedback and speaking confidence of the jsunior high school learners in the Province of Aklan. Furthermore, Pearson’s r indicated that speaking confidence was significantly associated with both class participation and oral corrective feedback. Based on these results, Enhanced Articulation and Communication Strategies Workbook was created to boost learners' speaking confidence by encouraging participation and feedback. Qualitative findings revealed that class participation was enhanced when learners felt encouraged and supported by their teachers and peers. Participants perceived oral corrective feedback as a valuable tool for improving their speaking skills, particularly when delivered constructively and respectfully. Moreover, learners reported that positive and timely feedback increased their speaking confidence, reduced anxiety, and motivated them to participate more actively in classroom discussions. These findings highlight the important role of oral corrective feedback in fostering learner engagement and confidence in speaking activities.