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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Across the globe, educational institutions and researchers are trying their best to

identify challenges in language learning and acquisition. One known identified challenge

is grammar shaming which involves mocking or insulting language learners' due to their

inability to clearly express themselves in the target language with accuracy. It usually

happens at home, in the community, in school and most frequently on social media. It can

either be done in verbal or written form. This can affect the linguistic and affective

behaviors or performance of the language learners either negatively or positively. This is

observable among college students since they are academically labelled as global 21 st

century learners. They are expected to perform well in the language and yet when they

fail to meet certain standards of language fluency and accuracy, they receive criticisms or

negative feedback.

Every language classroom has a heterogeneous mixture of students with diverse

learning styles, behaviors, etc., the likeliness of putting others to shame is always present

because not all students have the same level of capabilities. Globally competitive

learners, especially college students with specialization in Second Language (L2)

Teaching always deal with high expectations. They should master the L2‘s prescriptive

grammar. In reality, they still have flawed performances.

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In the classroom setting, it is still clear that shaming has a profound impact among

the learners specifically on their perceptions towards the target language. Grammar

shaming can slow down the students‘ ability to learn the L2 and affect their affective and

linguistic performance. The affective aspects of the language learners have also been

regarded to be as important as their language aptitude when it comes to language learning

success (Gardner, 1985).

Grammar shaming can be attributed to bullying. In 2017, Senator Sonny Angara

authored Senate Bill 2793 which defines bullying as any repeated or severe harmful act

whether verbal, physical, written, or an electronic expression that causes emotional or

physical harm to the victims. A study from the United States entitled ―Teachers Who

Bully Students: A Hidden Trauma‖ revealed that bullying between teachers and students

is more widespread. One hundred sixteen (116) teachers were surveyed and nearly half or

45% of them admitted that they had bullied some of their students.

According to Andrew Heisel, a journalist for The Washington Post and a PhD

graduate from Yale University, grammar shaming has been more of a bandwagon after a

twitter account went viral due to its ‗grammar shaming‘ content. Upon speaking with Dr.

Heisel, he explained that the first time the term ―Grammar shaming‖ was used was back

in 2012. Therefore, the term is fairly new and not much researches have been conducted

to explain this term.

Grammar shaming became rampant among Filipino college students since they

are thought to have much exposure to the L2 language compared to elementary and high

school students. They are expected to perform well and be at the advanced level of
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language proficiency. Experiencing shame and fear are present in all levels of

proficiency. Researches focusing on grammar shaming among Filipino students are very

few and none has an exact and precise study about it.

The Philippine government had stepped up the learning of the L2 through the

Executive Order no. 210 series of 2003 which strengthens the usage of English language

as the educational system's medium of instruction starting from elementary, to secondary,

and even in the tertiary level.

In Tarlac State University – College of Education, English major students are known

to have good understanding of the L2 but, they still cannot escape the prying judgement

of other people. They are subjected to intense criticism once they commit mistakes

associated with the L2. Some would even question the teaching capabilities of the

English majors once they commit errors.

This study then tries to explore how the English Major students of Tarlac State

University – College of Education were affected by this language behavior, why they are

being subjected to language shaming, what are their errors, and whether the identified

grammar errors become a catalyst to grammar shaming.

The purposes of this study are to show the grammar shaming experiences of the

College of Education English Major students, formulate inputs on how to deal with

grammar shaming that could help teachers, students, and future researchers of the same

study. The facts and issues presented above also drive the researchers to look into the

issue of grammar shaming specifically those that happen among the First-Year English

Major Students of College of Education – Tarlac State University.

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Statement of the Problem

This study aimed to explore the specific cases of the experiences of the

participants as Grammar Shaming victims.

Specifically, it sought to answer the following questions:

1. What are the ‗Grammar Shaming‘ experiences of the participants as in the

following verbal activities in school:

1.1 Oral presentation;

1.2 Reporting; and

1.3 Recitation?

2. What are the reactions of the participants towards their experiences?

3. What are the grammar errors frequently committed by the participants?

4. What inputs to English Language Learning can be derived from the findings of

the study?

Significance of the Study

This study discovered the experiences of the participants in different verbal

activities as described towards their specific cases of experiences in committing grammar

errors frequently which resulted as being victims of ‗Grammar Shaming‘ and what were

the participants‘ reaction to those experiences.

To the BSEd-English Faculty, the results of this study could serve as a guide in

giving proper corrective feedback inside the class to boost the morale of the students in a
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positive way. Likewise, its findings hoped to raise the awareness of English educators to

be emphatic, sympathetic, and professional in giving proper corrective feedback inside

the class to boost the morale of the students after committing grammar mistakes as they

go through the process of learning and mastering the second language.

To the BSEd-English students, the inputs that will be generated in this study

will help students on how to deal with grammar shaming whenever they committed

grammar errors during oral activities or even simple conversation. This will show that

grammar shaming must not be tolerated and done to anyone else most especially as future

language educators, an attitude of shaming someone who committed errors has no room

for teaching.

To the community, the outcomes of this study will confirm the effects of

grammar shaming to the students who had experienced it. This is a clarification about

what is roughly happening in campuses especially on the Tarlac State University –

College of Education. The conclusions in which will be created can be a basis for

restructured regulations on how teachers will give corrective feedback and to avoid

students from doing mockery. In this, the College of Education will have produced

compassionate future professional teachers.

To the researchers themselves, the findings will show clear justifications of

what the researchers are trying to attest in the entire case study of the experiences of the

participants in grammar shaming. This is a proof that grammar shaming is rampant and

needed to be stopped.
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To other researchers, this case study will serve as a foundation in conducting

similar study in order to improve the holistic competence of English major students.

Scope and Delimitation of the Study

This study explored the experiences of first year BSEd English Major Students in

terms of Grammar Shaming. It focused on the experiences of the participants in the

school during their verbal activities such as; oral presentation, reporting, recitation, and

other related interactive tasks that would require them the direct use of the English

Language, making them vulnerable in committing grammar lapses, hence, grammar

shaming certain points and degree is experienced by them.

The researchers first administered a survey questionnaire to the three hundred thirty-

two (332) first year BSEd English Major Students from Tarlac State University, College

of Education. The said college is located at Brgy. Binauganan, Tarlac City, mainly

known as Villa Lucinda Campus.

After finding out the results, the researchers were able to choose top twenty (20)

students who had experienced the worst grammar shaming. Then, the researchers

administered the first interview questionnaire to determine the final ten (10) students who

were chosen as the final participants in the study.

Furthermore, the study identified the grammar errors frequently committed by the

participants through the second interview guide and an actual observation in the natural

classroom set-up. Also, the reactions of the participants towards their experiences were

recognized through the use of judgement test which was made by the researchers.
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The administered instruments were validated by the three (3) experts in the field of

teaching. Finally, this case study concentrated on ten (10) experiences of the victims of

grammar shaming from Tarlac State University – College of Education.

Definition of Terms

In this study the following terms have technical definitions and were operationally

defined to provide clarity and simplicity of understanding.

Error. This term means the failure of properly following a rule and a model

(Merriam-Webster Dictionary). In this study, it shows where the inaccuracy of the

participants in specific areas of grammar.

Experience. This word pertains to the way of acquiring specific and valuable

knowledge or skills from doing, seeing, or feeling things. It is also about something that

occurs personally that gave an impact on your living. (dictionary.cambridge.org). In this

study, it is defined as the specific situations that happened on the participants regarding

grammar shaming.

Grammar shaming. This refers to the act of publicly criticizing and humiliating

a person who commits grammar errors to attract attention and it is most frequently done

in the World Wide Web. This language behavior involves ‗language trolls‘ or self-

proclaimed ‗grammar nazis‘. (Heisel,2015 ). In this study, it speaks of how a person

corrects grammar and language in an unpleasant way and the manner of correcting the

grammar of Bachelor of Secondary Education English Major Students from Tarlac State
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University, College of Education in an offensive manner by which the students are

embarrassed.

Verbal activities. These include any activities that encourage and require a

learner to speak with and listen to other learners, as well as with people in the program

and community ( Bio, 2011). In this study, it involves the things that are done inside the

school such as; oral presentation, reporting, and recitation.

Oral presentation. In this situation, the primary benefactors are the audiences

where they can hear explanations about something. The quality of the information that

are presented as well as the ways used in delivering it will be the basis of the teachers for

grading (www.theclassroom.com). In this study, it is included as one of the areas on when

the students experienced Grammar Shaming inside the classroom.

Reactions. It is someone's way of acting or feeling as a response to something

that happens. (Merriam-Webster Dictionary). In this study, the researchers were able to

recognize the feelings of the participants towards their specific experiences.

Recitation. The students here carry and repeat what he or she observed from

specific situations and give connections from what they already know

(www.dictionary.com). In this study, it is included as one of the areas on when the

students experienced Grammar Shaming inside the classroom.

Reporting. It is when the students discuss or repeat something aloud from their

memory. This is the time when students repeat some list of facts that they are familiar

with (en.oxforddictionaries.com). In this study, it is included as one of the areas on when

the students experienced Grammar Shaming inside the classroom

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, the review of related literature and studies both foreign and local

from internet sources were presented. The relationship between the related literature and

studies and their connections to the researchers present study were discussed intensively

to show strong evidences about grammar shaming.

Related Literature

According to Kayi (2019), speaking is a vital component of Second Language

Learning and Teaching. He cited the definition of speaking from Chanley (1998, p.13) as

the use of verbal and non-verbal symbols through the process of sharing and construction

of meanings in a variety of contexts and perspectives. Kayi (2019) emphasized the

importance of speaking in the acquisition of English as a second and foreign language.

He suggested the following verbal activities to be used by language teachers. These

include discussions (recitation), oral performances (role play, storytelling & simulations),

and reporting. The enumerated activities are included in the present study of the

researchers as classroom verbal activities where the participants experiences in Grammar

Shaming. It is precedence for second and foreign language learners to master their

grammar and speaking skills in English (Richards, 2015). Improvement of the Second

Language (L2) proficiency is the basis of the learners towards language achievement and

effectiveness of their English course.

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Teacher‘s feedback affects students. Feedback is the information or a description

from teachers which is intended to improve students‘ performance (Davies, 2007). It

comes from someone who has sufficient knowledge and experience in the field and the

one who minds about one‘s work to read it with accuracy and provide comments

(Brookhart, 2008). These persons are the teachers. They read and listen to students‘ work

and give feedback to enhance their future performances. Like in the present study, the

researchers studied the feedbacks received by the participants from their teachers and

classmates. Feedback and correction which the participants got were not only given by

their teachers but also by their peers and classmates.

Johnston (1988) emphasized that correction is effective if the learners realize and

admit that their performance is faulty; if they are able to create an internal representation

of the correct behavior, they yearn to exterminate the errors, and have the opportunity in

real condition (cited in Ellis, 1990, p. 181). Likewise, the present study aimed to discover

if the types of correction affected the respondents regarding their second language

acquisition specifically grammar acquisition. The present study presented cases of

learners who received negative grammar correction from their teachers and peers in the

classroom. The researchers aimed to identify if the corrections received were effective or

not.

Swan (2005) formally defined grammar as a set of devices like use of words, word

order, intonation contours, and inflection particularly necessary to express varieties of

definite essential meaning that cannot be conveyed by referential vocabulary alone in

specific relationships between concepts, participant roles, and mood these devices are

also generally used to encode other relatively abstract meanings such as relationships and
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number of evidentially (p. 120). But, in the year 2009 Swan defined grammar as a

collection of prohibitions that people concern whether they express and say their own

language. Moreover, he said that grammar is actually a universe of subjective and

random rules which make foreign languages unreasonably difficult and seem to get in a

way of natural conversation of communication. The latter definitions of Swan prove the

importance of one‘s accuracy in his/her language‘s grammar. The respondents included

in the present study are all English major students. Students‘ grammar usage is still

faulty. They commit several grammar errors during verbal activities and normally receive

feedbacks and corrections. The researchers used judgement test to see the reactions of the

participants towards their experiences in grammar corrections and grammar shaming.

Allowing the students to be aware of their grammatical errors while giving hints

for correction is one of the factors which can help non-native speakers of the language to

be proficient. Asato & Dresser (2014) pointed out the debate on the role of oral corrective

feedback or repair in English instruction. They emphasized that non-native speakers of

the language, specifically minority students cannot be fully proficient with just cognitive

correction and rather they also need to receive affective correction using a coaching

method of instruction. Teachers and other students often correct the learners‘

grammatical errors negatively. It can increase the anxiety level of the learners. A

coaching method of instruction includes giving oral corrective feedback which targets

also the affective domain of the learners positively while a correcting method of

instruction focuses of the cognitive domain of the learners specifically the technicalities

of English Grammar. The participants of the present study are non-native speakers also

the target language is their second language which is English. Asato and Dresser (2014)
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emphasized the inclusion of affective correction into cognitive correction in coaching the

learners who commit grammar errors during oral activities. The attitudes of participants

of the present study were gathered. The researchers determined if these attitudes support

Grammar Coaching with cognitive & affective correction over Grammar Correcting

alone.

Fulda (2018) described that error correction has a significant place in language

teaching classrooms since language learning involves a trial-and-error process. Grammar

teaching has a long history going back to the times when Grammar Translation Method

(GTM) was a fashion in language teaching. In accordance with the principles of this

method, students‘ errors should be corrected by the teacher explicitly and immediate

error correction is considered as indispensable. After GTM lost its popularity, some

subsequent language teaching methods aroused like Desuggestopedia or Community

Language Learning. In such methods, students‘ grammatical errors are corrected in an

unobtrusive way. As it can be observed from this short summary, there is some variety in

the way grammar errors are corrected both in spoken and in written texts. She

emphasized that language teachers generally feel the urge to correct students‘ errors in

foreign language teaching classrooms. In this sense, the correction of grammar errors and

its effects on students‘ success are important concepts for both language teachers and

learners.

Errors are natural in any learning context and they are considered as evidences of the

learner‘s developing competence in a foreign language. They have been considered to be

caused by insufficient level of competence and are internalized into the language system

(Ammar & Spada, 2006 as cited by Alshumaimeri 2015). It can be said that errors are
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those incorrect forms that regularly occur and are evidential of the students‘ competence

(Brown, 1980, p. 22). Errors most likely occur due to the student not knowing the right

form, or not having acquired it entirely (Corder, 1973, p. 15). For example, if there is a

student who says ―I don‘t study well‖, it can be assumed that either the learner has not yet

acquired the simple present tense or that has not started learning that form. One may

consider this example an error if it occurs on a regular basis, repeating in many different

contexts, and if it confirms the student‘s lack of competence.

When it comes to corrective feedbacks, some educators differ in attitude. Teachers

are more worried about addressing errors than causes behind them. Some educators share

a view expressed by Corder (1967 as cited by Alshumaimeri, 2015), to accomplish a

perfect teaching method the errors would certainly not be committed in the first place,

and that consequently the presence of errors is simply a sign of the present inadequacy of

teaching methods, strategies, and techniques. Thus, educators try much technique to

prevent the learners from making mistakes by corrections which they consider to be

helpful in making students aware of their errors in order not to repeat them again.

However, some educators argue that insisting on correction and grammatical correctness

may discourage students form studying foreign languages. They also consider continuous

correction to contribute to the rise of level of anxiety among students, which can impede

a learning process (Krashen, 1982).

According to Nelson (2014), Grammar Nazis are discriminated because they are

not favored as correctors in other fields. Nelson (2014) shared her experience when she

received negative feedback because of being considered as a Grammar Nazi when she

herself made a grammatical error. Grammar Nazis could be anyone who is expert in the
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language being used. Most of them are language teachers. Unfortunately, the respondents

in the present study revealed that grammar experts such as language instructors in college

started to participate in Grammar Shaming. Another revelation from the in-depth analysis

of the interview responses is that students tend to consider themselves as grammar

experts. Peer correction is always happening during class discussions; with or without the

presence of the teacher. This point opposes the claim of Nelson (2014) that Grammar

Nazis should be language experts who should create a positive linguistic environment

which doesn‘t tolerate Grammar Shaming. Although the term Nazis has a negative

meaning because of Hitler, Grammar Nazis actually are Grammar experts who are very

strict about the usage of Grammar of a specific language.

Al-Ghamdi (2017) stated that creating a positive environment in language

classrooms through feedback and praise increases students‘ motivation and performance.

Teachers need to provide effective feedback, correction, and praise. These are effective

tools in order to promote students‘ language learning and cultivate a positive relationship

between the students and teachers. Al-Ghamdi (2017) emphasized that when proper

feedback, correction, and praise are given to the learners, their achievement level will be

at the same rate. Although the present study is not an experimental research, the effect of

a positive environment in the classroom of the respondents was still slightly covered. The

interview responses of the respondents support the need to have a positive environment

for second language learners.

Kaufman (1996) mentioned that language shaming may have a deleterious effect on

an individual or a group of learners like any other forms of stigma. This may result in low

self-esteem, social alienation, and even lack of self-worth. Also, shame can disrupt
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confidence and security making it the primary problem among the learners in human

relationship development, developing sense of belongingness, and communication skills.

Likewise, Language shaming has a damaging effect of not only derogating learner's

language proficiency but also endangering their overall educational success and

achievement in the subject area (Piller, 2017).

In his study about shame and collaborative learning, Wilson (2016) revealed that

shaming is the central negative influence and threat that the learners perceive in the

foreign language classroom. Shame becomes a defensive response that the learners had

experienced in socially threatening situations even in the second language (L2) classroom

environment.

Galmiche (2017) addresses shaming experiences in foreign language classroom.

Language shaming has a dramatic effect not only on second language learners' linguistic

confidence but also on their self-esteem, self-worth, and sense of identity. Due to fear of

future shame-inducing situations, language learners may exhibit certain behaviors like

avoiding speaking activities, withdrawing from second language learning, and even

avoiding interaction. Shaming make learners feel that their entire self is incompetent and

flawed, not only in their linguistic. Furthermore, foreign language classroom shaming can

be found at all proficiency levels, composed of varieties of different factors such as

personality trait, learner beliefs, feelings and emotions, self-perceptions, and as well as

contextual variables like peers and teachers

Recurrent humiliation and shame episodes in the classroom experienced by shame

prone language learners had developed negative attitudes in learning the Second
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Language‘ (Galmiche, 2018). Shaming, it started the moment that the learners felt

incompetent and flawed and the only recovery solutions would be the involvement of the

students in developing their sense of control and power over their future actions‘ (Pekrun

et al.,2002) as well as promoting their sense of self-efficacy.

Related Studies

The following are the summaries of the related foreign and local studies taken from

various internet and e-library sources which provided the necessary and vital information

and understanding in the path of the current study.

Foreign

Grammar shaming was usually attributed to language anxiety experienced by the

language learners. Khan (2015) studied selected ESL learners at HITEC University in

Pakistan and found out that most of the participants are extremely anxious whenever they

are required to speak in English. The results of the interview showed that majority of the

learners exclaimed that classroom is a place where they are criticized, their grades are

affected, and their errors and mistakes are emphasized during oral activities. Khan (2015)

correlated the experiences of the participants of his study to the definition of Speech

Anxiety given by MaCroskey (1970). Horwitz, et al (1986 as cited by Khan) defined this

language behavior as a kind of shyness distinguished by fear or anxiousness about

communicating (orally) with others. According to the findings of Khan (2015), this fear

is being triggered when teachers and other parties inside the classroom give negative

feedback regarding the speaker‘s errors. Learners with Speech Anxiety tend to lose
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confidence and end up not partaking in any speaking activity. The role of the language

teacher is also emphasized. The participants suggested the teachers to more be friendly,

to stop making odd expressions, disregard their mistakes, and concentrate on speaking.

They can escalate or de-escalate language learners‘ anxiety level.

School had also become a hostile environment for students who are willing to master

the English language because of the feedbacks that they might receive the moment they

commit grammar mistakes. In a study conducted by Galmiche (2018), among French

students who were also learning English as second language, the result shows that the

motivation in learning Second Language (SL) may be influenced by learner's past history

of humiliation and shame and that the teacher's role is an important catalyst in this: caring

and emotionally-supportive teachers foster a more favourable positive motivational

outcomes and risk-taking, while shaming and intolerant teachers sap students' confidence,

self-esteem and perception of ability, unwillingness to communicate in the target

language, leading to reluctance, disinvestment, and lack of enjoyment.

According to Tari (2011) in his study, he presented that immediate oral feedback

could better help Iranian learners to generate the correct form of tense markers in the

English language. Although a lot of researches have conducted studies about the role of

corrective feedback in second language, the role of different types of corrective feedback

on grammatical errors and accuracy are still unclear. Terms like feedback and correction

were defined. Long (1977, cited in Ellis, 1997, p.7) expounded that on the first hand

feedback should be applied for the teacher‘s knowledge about the accurateness of the

learners‘ speech while correction on the other hand is for the feedback‘s salient effects

on language learning. It is shown in the results that explicit correction is more effective in
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generating correct grammatical tense markers over implicit correction. Like in the present

study, the respondents mostly received oral explicit correction and feedback. But the

degree of the corrections‘ explicitness is higher. Explicit correction and feedback were

given in an improper way. The participants received explicit correction and feedback, yet

they had a negative effect in the learners.

Kavaliauskiene (2012) used correction feedback as a language learning tool inside

the classroom to improve the performance of the learners. Grammar shaming often

causes negative effects on the learners despite the teachers‘ effort to make them see and

learn from their mistakes. Also, in his study, it shows that by giving corrective feedback,

it results to two opposing expectations towards feedback. Kavaliauskiene (2012) stated

that by sharing observations, suggestions, and concerns, as a form of feedback to the

learners it could help in the improvement of the learners in terms of their performance

and understanding of the language. He emphasized that criticism as a form of feedback

may cause negative impacts on the learners.

Ignorance of the rules in the English grammar should not be tolerated for it serves

a great importance to the skill of the learners and in order to communicate effectively. In

his study, Wornyo (2016) stated that constructive teaching and learning activities help

improve the learners‘ grammar and usage. In the study of Wornyo (2018), the results

show that there was confusion. Memorizing the rules will help them to get higher scored

in Communication skills but are not sure on how to apply them. After the intervention,

that is when they understood and enjoyed learning their lessons in grammar. The present

study, however, shows a different approach even if the objective of the corrector is to

point out the mistakes of the doer in a destructive manner.

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Liyanage and Canagarajah (2019) analyzes how Kiriibati nationals and international

development workers perceive shaming in relation to learning and using English. They

consider whether shaming have positive value for communication, learning, and identity.

Though perceived as negative for its impact on the language learners, shame significantly

helps deconstruct dominant notions of motivation, language competence, and

pedagogical practice based on desire. ELT practioners and researchers must be able to

identify and recognize the shame sprouting from the local community norms and in the

context of English language learning.

Wang (2016), in his study, explores the achievement emotion of shame among

Chinese College students through their shame experiences. Students' achievement

emotion with relationship to academic setting includes anger, pride, anxiety, shame,

boredom, and hopelessness. The shame experiences were identified in learning-related,

class-related, and test-related setting. It is revealed that Chinese College students

experience shame more in learning-related setting compared to other two settings

However, despite of the differences of shame in the academic settings, the respondents

experienced a relatively low level of shaming experience in their English language

learning. Furthermore, they all regarded shame as a vague and inconspicuous emotion

that might be unconsciously experienced.

Local

Mamhot, et. al. (2013) found that ESL learners have a slight anxiety when it comes

to Fear of Negative Evaluation. ESL learners worry on how English affects their daily
 20

activities and how others perceive them. As a result, learners had a low self-perception

which then reflects a negative effect on their output process of learning the language. The

findings should enable the educators to guide the learners through their anxiety, ease their

fear of using the language, and increase learners' self-esteem through good quality

feedbacks.

A study conducted by Calsiyao (2015) investigated the mindsets and attitudes of

college students toward corrective feedback regarding oral grammatical errors. This study

found out that the desire of the participants for corrective feedback is high. Some of the

participants were from a specific minority group. The participants favored teacher, peer,

and self-correction of errors that interfere with communication and they considered no

correction as a poor method for both grammar and pronunciation errors. They have a

positive perspective towards oral corrections from their language teachers.

Villarba and Sadaba (2015) studied the impressions of students on Teachers Oral

Corrective feedback. They found out that the participants believe that corrective

feedbacks are helpful and useful in the continuance of their learning. They analyzed how

the participants (2nd Year BTTE students) reacted to the oral feedback provided by their

teachers. The participants perceive oral correction as a motivation to improve their

competence in the language.

Alico (2015) studied about the English language anxiety of pre-university

students from minority tribes in the Philippines, particularly in Marawi. The study

showed that the participants experienced moderate to high levels of anxiety including all

kinds of language anxieties. According to him Language anxiety includes communication

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apprehension, test anxiety, fear of negative evaluation, and classroom anxiety. Alico

(2015) exclaimed that teachers should use inclusive, sensitive, and responsive English

instructional programs and interventions to cater to the needs of multicultural learners,

specifically those who are from minority groups. He emphasized that minority students

struggle to acquire English.

Hatchan and Gatcho (2018) reveals that the major causes of fear of evaluation

among language learners were questions posted by the teacher that were unanswered due

to unpreparedness, no background knowledge, and voluntary answering. Also, learners

tend to develop pessimistic feeling that their classmate is superior to them and laugh at

them whenever they speak in the English language. Foreign and second language learners

are most likely to experience anxiety which also bothers them in the target language.

Most aforementioned researches revealed that learners fearing to receive negative

feedbacks developed anxiety as they learn English language in the academic context.

These studies take into account that the learners were subjected to shaming as a result

feedback to their poor performance or mistakes while others have their affective attitudes

affected because of fear of being neglected or garnering negative comments. However,

there were two studies noting that there is a need for positive oral correction which will

motivate learners in improving their communicative competence. These researches then

would supply more data since grammar shaming experienced by the participants of this

study were relevant in terms of their perspective or point of view and even experiences.

Likewise, the participants were also learners of the second language who have

experienced shame in using the English language.

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Conceptual Framework

This study concentrated on the experiences of the ten (10) cases of First-Year

English Major Students of Tarlac State University – College of Education in terms of

grammar shaming. First, it defined the experiences of the participants in different verbal

activities such as oral presentation, reporting and recitation.

GRAMMAR SHAMING
AMONG COLEGE
STUDENTS

Experiences of the participants:

 Oral presentation Grammar errors frequently

 Reporting committed by the participants
 Recitation

Reactions of the participants

towards their experiences

Inputs to English Language Learning

Figure 1: Paradigm of the Study

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In this study, the participants were asked about their specific grammar shaming

experiences and as proven by their performance, these activities were the instances in

which grammatical errors were committed by them and why specific grammar shaming

occurred. Next, through successive survey, interviews, and judgement test, the

researchers confirmed the fact that there were really cases of grammar shaming

happening. Based on the actual observation, this proved that the grammar errors which

are the reasons of their experiences in grammar shaming were also the errors they

committed in the second set of interview followed by the actual observation. Finally, the

reactions of the participants towards their experiences were identified. Above all of these,

there will be inputs in English language learning to be generated to help students as well

as teachers through the analysis the summary of findings of the data collected from the

study, conclusion to be made based on the analysis and the recommendation to be

proposed from all the gathered information and results of the data.
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CHAPTER 3

METHODS OF STUDY AND SOURCES OF DATA

In this chapter of the study, the specific research design that was used will be

presented and clarified. This section covered the bases for collection of data gathered to

justify and expound all that result generated: Qualitative design and methodology

specifically case study method; research site is where the exact location of the study;

selection criteria and participants are the definite standards about how the final

participants are chosen; data collection is what and how the process to get all the needed

facts; data analysis is the step-by-step process of putting together information; potential

ethical issues are the general considerations rights of the participants who are involved;

and statistical treatment or the management of finishing the study.

Qualitative Design and Methodology

This study used the qualitative approach in analyzing and investigating the

experiences of ten (10) cases of Bachelor of Secondary Education Major in English of

College of Education - Tarlac State University in terms of grammar shaming. Qualitative

research is also known as exploratory research is used to provide insights about the

problem as it is used to gain knowledge of the reasons, motivations and opinions. This

method of data collection varies considering the techniques used are either unstructured

or semi-structured. Some of the methods used entail focus groups, individual interviews

and observations. The sample is usually small and participants are selected according to a

given allocation. This research design typically collects non-numerical data and pursues
 25

to expound the meaning of the data to help us conclude the society through the study of

certain places or populations of a certain community. The main research design was case

study specifically an exploratory type of study which focused mainly on ―what‖, ―why‖

and ―how‖ questions (Yin, 1994).

A case study, as defined by Mitchell (1983), is a detailed examination of a certain

phenomenon or a sequence of related phenomenon that is to be studied which the

researcher believes exhibits the operation of some known general principles or theories.

In addition, most scholars and researchers would agree that a case study is a strategy

instead of a method (Stoeker, 1991, Yin, 1994).

Research Site

This study was conducted at one of the campuses of Tarlac State University, College

of Education geographically located situated at Brgy. Binauganan, Tarlac City, mainly

known as Villa Lucinda Campus.

All the participants in the study are enrolled in the Bachelor of Secondary Education

program major in English during the second semester of academic year 2018-2019. For

the assurance of students‘ safety, the researchers made sure to conduct the survey and

interview within the premises of the school and with the presence of the person in-charge

(i.e. lecturer, instructor or professor) inside the class. In some situations, the researchers

requested the participants for their availability to answer the survey and interview.

Selection Criteria and Participants

 26

Purposive sampling is a non-probability sample also known as judgmental, selective,

or subjective sampling is used in this study. Ashley (2018) defined that it relies on the

researchers‘ judgement when it comes to selecting components it is based on the

objective of the study and the characteristics of participants. In order to reach a targeted

sample quickly, this type of sampling can be very useful. According to Lavrakas (2008),

to produce a sample that is a representative of the population that can be assumed

logically is the main objective of purposive sampling.

There are six types of suggested purposive sampling design and homogeneous

sampling was used in this study. Ashley (2018) specified that the purpose of this

technique is to attain a homogeneous sample to be selected whose units (e.g. cases,

people, organizations, quantities of data and events) shared similar trait, characteristic, or

a set of characteristics.

In the method used, a survey was done to all Bachelor of Secondary Education Major

in English students of College of Education – Tarlac State University to identify the

twenty (20) cases that experienced grammar shaming in the classroom setting who

undergone two set of interviews. In this way, the final top ten (10) cases were chosen.

The final ten (10) participants answered a grammar test to identify the areas of grammar

they frequently commit errors and an attitude test towards their experiences.

The researchers provided brief discussion about grammar shaming and shared few

related experiences encountered and informed the participants about the implication of

grammar shaming to teaching and how to avoid it as a benefit not only for the researchers

themselves but also to the future of the College of Education. All the concerns of the
 27

participants were fulfilled and supplied by the researchers before asking them to

participate in the study.

After getting the meeting of the researchers and the participants, the administration

of the survey questionnaire, interviews, judgement test, actual observation, and

triangulation method were done to support and attest the data being collected.

Data Collection

The diagram below is the process followed in gathering data to know and understand

the objectives of the research study. The plan consists of four phases which are the

expected outputs per phase.

The researchers were advised by the panelists to select twenty (20) cases among all

the First-year English Major Students to identify the final ten (10). In the first phase,

permissions and requests letters were secured from the proper authorities to conduct the

study to the students of Bachelor of Secondary Education Major in English. The list of

the students was requested to sensibly find out the total number of all the freshmen

English Major of Tarlac State University – College of Education. After, the researchers

will prepare teacher-made instruments to be validated by experts to make the tools

functional and reliable when collecting data in the study.

 28

1st phase – 2nd phase – 3rd phase – 4th phase –

a2
Planning Preliminary Actual Follow-up
Collection Collection Collection

● Preparation of ● Administration ● Administration ● Observation

request letters: to of survey to all of the second set and follow-up
the dean of first-year English of interview questions to the
College of major students questionnaire to final 10 cases
Education, for ● Selection of 20 the final 10 cases ● Triangulation
BSEd Major cases obtained ● Documentary method
Students, for from the survey Analysis ● Signed letters
instruments ● Administration ● Administration of the participants
validation and a of the first set of of judgement test about their
letter that interview to top 10 cases consent in the
confirmed the questionnaire to ● Analysis of the study of the
consent of the the 20 cases answer of the researchers
participants to the ● Documentary participants ● Group
study of the Analysis discussion about
researchers ● Selection of the final decision
● Determination final 10 cases and theme about
of the total obtained from the the research study
number of first set of
respondents (first interview
year English
major students)
● Site
determination of
the respondents
● Preparation and
validation of the
research
instruments

Outputs: Outputs: Outputs: Outputs:

-Approved request -Final list of 20 -Documentation and -Empirical data
letters to the dean of cases with their analysis of answers from the answer to
College of name and section in the second follow-up questions
Education, for BSEd - Documentation interview test of the and observation on
English Major and analysis of final 10 cases data gathered
Students, for answers in the first -Result of the -Triangulation
instruments set of interview of judgement test of method was done
validation, and a 20 cases the final 10 cases from the classmates
letter that confirmed -Final list of 10 of the participants
the consent of the cases as participants and teachers.
participants to the in the study - Signed letters of
study of the the participants
researchers about their consent
-Complete final list in the study of the
of first year English researchers
major students -Analysis on the
-Research final theme of the
instruments are research study
validated
 29

Figure 2. Data Collection Process

In the second phase, the administration of the survey questionnaire (see Appendix

E) was conducted to the all first-year English major students that will be engaged in this

study to see who the real were really grammar shamed as the basis for the selection of

twenty (20) cases. Those prospective twenty (20) cases who had the worst grammar

shaming experiences based on their answers on the survey undergone the first set of

interview (see Appendix F) to identify the final participants in the study. Then, the

second set of interview questionnaire (see Appendix G) was administered to select the

final ten (10) cases that were the absolute participants in the study. They were asked

about their free time and were interviewed in person that was good for fifteen (15)

minutes. This was all about their specific experiences in grammar shaming and how

grammar shaming happened to them. The interview guide questionnaire used was

validated by the adviser and three (3) experts in the field of teaching.

In the third phase, judgement test (See Appendix H) and additional one-on-one

interview was given to the final ten (10) cases to gather important data about their

specific experiences in grammar shaming. The interview questionnaire was also validated

by the adviser and three (3) experts in the field of teaching and was just good for about

fifteen minutes for each respondent. The interview questions were limited only to the

experiences of the students about grammar shaming inside the school campus. They were

also asked to tell about something about themselves to see they speak in English and to

see if they are consistency in the grammatical errors they are committing from the

interview and the first set of interview. Next, after the interview, the participants
 30

answered a judgement test to see the participants‘ reactions towards their experiences in

grammar shaming.

In the fourth phase, observation, follow-up questions and triangulation method for

the final 10 cases were attained to supplement more the empirical information of the

participants. In addition, a letter was signed by the participants which confirmed their

consent in all the procedures conducted to them by the researchers and their privacy

throughout the study. Lastly, a group discussion was done to talk about the analysis of the

final theme of the research study.

Data Analysis

Data analysis is the manner of systematic and logical application of techniques to

explain and label the evaluation of data. According to Shamoo and Resnik (2003), the

numerous critical procedures offer a system of illustrating inductive inferences and

differentiate phenomenon and statistical variation of the present data collected.

All the data gathered from the survey, interviews, judgement test and observations

were anchored to the objectives of this study and were able to answer the problem being

observed. The responses of the participants were analyzed, presented and interpreted

according to the final theme and pattern created about the commonality and consistency

of the observed behavior and characteristics of the final cases. The similarities and

differences of the responses were also examined to get the final data.

Likewise, in this case study, the data analysis used Thematic Analysis. Thematic

analysis is a qualitative analysis used to present themes (patterns) and analyses

 31

classifications that relate to data. It illustrates the information or data gathered in great

details and deals with diverse subjects through interpretations (Boyatzis1998) as cited by

Alhojailan (2012).

Furthermore, the following step-by-step guidelines in qualitative data analysis

were followed based on the suggestion of Nancy Gibson (2003) in getting to know the

information obtained from the survey, interviews, judgement test and observation. The

first step is to organize the data by going back and revisiting the interviews done. In this

step, systematic organization of the information showed to answer the question this this

study at hand. (Huberman and Miles, 1994, p. 432). It is the reexamining of the answers

of the participants in the survey and interview done to collect data by going back to sort

out the information which are important that will be included in the study and the

information that are not essential. The second step is finding and organizing ideas and

concepts, here the most academically challenging point of linking the all the information

and determining the themes of the study in the analyzation of the patterns in the data

gathered (Marshall and Ross, 1995, p. 114). By examining and recording the different

responses and reactions of the participants, the researchers decoded all the ideas

generated and noted all the similarities and differences of all the information collected.

The third step is building over-arching themes in the data. Each of the answers, reactions

and responses of the participants had given deeper understanding and interpretation and

put on categories of associated subjects to create one over-arching theme. The fourth

step is ensuring reliability and validity in the data analysis and in the finding. In this step,

validity and reliability are two things needed to be verified. Validity is the correctness of

the data that embodies reality of what it is envisioned to measure (Schopper et al., 1993).
 32

It is a constant principle all through the entire method of the study and does not belong in

the different stage. In reliability, it is the consistency of the outcomes and results of the

study (Kvale, 1996). In confirming the reliability of the study, there must always be

consistency in the interviews, transcriptions and the analysis of the data gathered. Lastly,

the fifth step is finding possible and plausible explanations of the findings. It is the phase

where the researchers made summary of all the data, findings and themes generated from

the study. All the final data and results must be anchored to the related literature and

studies and the similarities and differences were explained and illustrated clearly.

The researchers were guided by the adviser and experts while interpreting the data

gathered to avoid misunderstanding and confusion about the information collected also,

in coming up with the final theme of the study.

Potential Ethical Issues

It is identified that the use of human matters is one of the main considerations in

research, which is why the study is conducted in accordance to the General Guidelines

for Research Ethics since this included human participation. This involves the

participation of first year BSEd English Major Students of Tarlac State University,

College of Education in which their experiences in terms of grammar shaming were

explored and investigated. The ethical considerations of human research are the basis

used for the protection of the participants. The researchers made sure that the study

produced good consequences among the participants. It is also made sure that much

consideration and respect were given to the persons who participated in the study wherein
 33

the value of human autonomy or the capacity to make one‘s own decisions are

recognized.

In general, the chosen participants were respected throughout conducting of the study.

The following are the ethical values in conducting of the study that were properly

observed:

a. Procedures

Schedules of meetings were planned at the free time of the participants for the

discussion of the consents, interviews and survey were conducted. The researchers

provided assigned numbers to hide the names of the participants in recording personal

information on as well as the responses during interviews. For example, the first student

was labeled as the Case 1 and so on for other cases. The involvement of the participants

was limited to survey and to sets of interview wherein it consists of situational questions

that relate to the study and a judgement test was also answered. An actual observation

was done as permitted by the teacher and the participants of the study. Correspondingly, a

triangulation method was conducted to teachers and classmates of the participants of the

study.

b. Risks and Inconveniences

Before the administration of the interview questionnaires to the participants, the

researchers were able to inform them of what does it contain. Situational questions are

included that might have minimal effect on their emotions. The researchers were able to

make sure that there were no unnecessary things happened throughout of the study.
 34

c. Direct Benefits

The study offered a way to the participants to be able to voice out their experiences

and insights towards grammar shaming that is rampant nowadays. It is evident that the

participants were able to share how the grammar shaming occurring inside the classroom

affected their learning. As a way of respect, the researchers informed the participants that

all the results were made available in a manner that it is timely, accurate, and clear. Also,

the research results primarily based on the experiences of the participants are important

tool for the researchers to come up with a proposed corrective feedback.

d. Compensation

The researchers made sure that there were no expenses collected on the part of the

participants. It is evident that the researchers administered survey, interviews, attitude test

and grammar test during their free time or at their ultimate convenience.

Conflict of interest did not arise at any cost because the participants are not in any

way related to the study. The participants were freely and willingly participated in the

study without receiving any rewards or tokens from the researchers. In that manner, there

was no pressure or sense of fear felt by the participants.

e. Provision for Injury or Related Illness

Survey questionnaire was the only thing administered to all First Year English Major

Students of College of Education - Tarlac State University. The two set of interviews

were done to the 20 cases chosen from the survey and only the final top 10 cases were the

ones who answered the grammar test and attitude test. There was no injury happened or

related illness from participating in the research study.

 35

f. Voluntaries/ Withdrawal of Participation

Before conducting the study, the researchers informed all the first-year students of

Bachelor of Secondary Education Major in English who are going to participate in the

study that they are most likely free from pressure since they are not obliged to participate.

They can exercise their own will and rights to withdraw anytime they want without

paying penalties or being held accountable. Also, the participants signed letters proving

that they gave their consent to use all the data and information about them to the

researchers study.

g. Confidentiality

Any of the data and information gathered by the researchers was kept anonymous and

private. Only the researchers have the knowledge and access on the specific answers

given by the specific participants, and it is made sure that the real names of the

participants appear anywhere. The researchers assigned specific numbers and code names

to the participants to be able to protect their personal identities. In addition, personal

information of the participants is disclosed on an articles or presentations. Lastly, the

confidentiality of all the information obtained from survey, interviews, judgement test,

and any related documents will always be observed and information that connects

specific participants to specific information shall not be released (General Guidelines for

Research Ethics).

Statistical Treatment
 36

This study depended systematically on the researchers‘ careful analysis on

collected data from survey, interviews, and judgement test questionnaire answered by the

participants. There were common themes derived based on the thematic analysis done by

the researchers, an actual observation and triangulation method of this case study were

also done to support and prove the responses of the participants from all the tools

administered to them.

Thematic Data Analysis

In the data analysis of this study, the researchers used Thematic Analysis of Miles

and Huberman (1994). Thematic Analysis is considered as one of the qualitative analysis

types. To analyze the classification of themes or patterns of the data, this is the type used

by the researchers. The findings show clearly and manage with the different participants

through interpretations (Boyatzis 1998). This kind of analysis is most suitable for studies

that aim to learn by interpretations. Thematic Analysis supplies a systematic element to

the analysis of data. This permits the researchers to connect the frequency of the themes

of the analysis to the whole content. This will give the accuracy and complexity of the

analysis, thus, enhancing the meaning of the whole research study.

Understanding and the collection of diverse data is necessary when it comes to

qualitative research. This gives an opening to further understand the issues‘ potential.

(Marks and Yardley 2004) Namey et. al (2008) stated that the thematic moves over just

counting the specific words or phrases and concentrate in distinguishing and depicting

both implicit and explicit ideas. Codes are developed for the ideas and content and are
 37

then used or associated to the raw data which are summary markers for the analysis later

on which are included in the comparison of the relative frequencies of the themes or

subjects within the set of data that displays code relationships.

The relationship between the concepts and the comparison of data and duplication

of data is clearly identified by the researchers with the use of thematic analysis. With this

type of analysis, the possibility to attach various concepts and opinions of the participants

and are then used to compare to the gathered data in their differentiated situation at

different timing throughout the process of the project. Therefore, it shows that

possibilities for interpretation are possible.

Data collection Data display

Data Reduction

Conclusion
Drawing/verifying

Figure 3: Thematic Analysis Process Model by Miles & Huberman (1994)

 38

According to Miles and Huberman (1994), the first stage in data analysis is Data

reduction. This involves reducing, simplifying, and transforming the data for the analysis.

The phase one pertains to preparing the gathered data by tabulating in the Microsoft

word. The researchers transcribed the results of the interview and observation in the

Microsoft word.

Phase two then collects the part or the sentences from the transcribed data that

could be used in the study. The researchers highlighted the following: the experiences of

the participants in grammar shaming, the reactions of the participants towards their

experiences, and the frequent grammar errors of the participants. This helped the

researchers to have a clearer view of the study.

And lastly, the third phase uses the highlighted parts of the data then breaking

them into smaller themes or segments. The highlighted parts of the gathered data, the

researchers found common themes and segments. In addition to that, the researchers

found four (4) sub-themes regarding the frequent grammar error of the participants.

These themes are classified as the errors of the participants in Subject-Verb Agreement,

Word Choice, Use of Prepositions, and Articles. In the experiences of the participants in

grammar shaming, the common theme is ‗Reporting‘. Majority of the participants

experienced grammar shaming during reporting. In the reactions of the participants

towards their experiences, the common theme is negative reactions. The researchers

found out that most of the participants‘ reactions regarding their experiences are negative.

When asked about their experiences, the participants stated that most of them were

grammar shamed by their classmates. Moreover, this finding was also validated through

classroom observation.
 39

After the data reduction, the data then will be displayed using tables, lines and

even paragraphs, etc. The purpose of this is to show and relate data in an organized

manner. The researchers displayed all the data gathered through tables and paragraphs.

The last part of this analysis is data conclusion. This part suggested the use of

some points to assist researchers to draw conclusions having displayed data in a variety

of ways. Some of their ideas to generate meaning from the data were adopted by this

research. These include the notation of any patterns or themes and the relevance of any

statement. Data conclusion is used to generate ideas from the set data that has been

gathered. This may involve the notation of any pattern or themes that appeared on the

previous part of the analysis. The researchers were able to come up with common

patterns or themes using the thorough analysis of the gathered data from the participants.

In the data conclusion, the researchers were able to draw ideas from the set of data that

has been collected, highlighted, reduced, and displayed.

Using the Thematic Analysis of Miles and Huberman (1994), the researchers were

able to thoroughly analyze the set of data gathered from the participants in a more

organized manner. Before proceeding to the phases of the Thematic Analysis, the

researchers gathered the desired set of data through Interactive interviewing and

Observation. After the process of Data collection, the researchers applied the Thematic

Analysis using its three (3) phases. These are Data Reduction, Data Display and Data

Analysis. These phases helped the researchers to generate principles, inputs, and ideas

from the set of data gathered by the researchers.

 40

Classmates

COMMON
Reporting Negative Reactions
THEMES

Grammatical Errors

Subject-Verb Agreement, Word

Choice, Tenses, Preposition, and
Article

Figure 4: Common themes based on the data gathered

The figure above shows the common themes concluded on this study based on the

findings of the researchers. The common themes include reporting, one of the verbal

activity where participants usually received grammar shaming, Negative reactions from

their classmates who were giving most negative feedbacks, also grammar errors which

were identified as Subject -Verb agreement, poor word choice, and even in their use of

Preposition and Articles. The above mentioned themes were accumulated and identified

according to the grammar shaming experiences of the participants.

 41

Triangular Method

Triangulation is a method for confirming and examination of the data and findings

collected validity. Johnston (2008) defined that in qualitative research triangulation

method is used generally as a procedure to guarantee that a justification is vigorous,

strong, rich, inclusive, and well-established.

Denzin (1978) and Patton (1999) classify triangulation in qualitative research into

four types but in this study the researchers used the triangulation of sources method in

which it examined the consistency of the data and findings collected through participants‘

responses, from what the people justify around them, and from the actual observation of

the researchers.

GRAMMAR SHAMING EXPERIENCES

OF THE PARTICIPANTS IN DIFFERENT

VERBAL ACTIVITIES

Figure 5. Triangulation Method

 42

This method showed the grammar errors committed by the students are the all the

same from the survey, two sets of interviews, and based on the actual observation of the

researchers where the participants had their impromptu speech where they exhibit their

skill in communication using the English language many findings that were generated.

First, the grammatical errors committed by the students were really Subject-Verb

Agreement, the proper choice of words, articles and prepositions. There are really

disguised grammar shaming cases happening inside the class during verbal activities

where there are teachers who are frowning whenever students commit grammar errors,

and students who are making fun and murmuring negative comments about the error

committed by their classmates. Due to the errors of grammar usage during different

verbal activities, those became the reasons why grammar shaming is happening. The

researchers also ask some students if they are aware about grammar shaming and they

shared what they witnessed.

From the results of all the procedures done in this method, it only showed the

uniformity of data gathered from the grammar errors committed by the participants and to

the cases of grammar shaming happening during different verbal activities. The

connections of the information collected from the participants‘ experiences, the

statements of the witnesses, and the actual observation of the researchers established

accurate stability of all the information.

 43

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter of the study compromises presentation and analysis of data collected

through survey, interviews, grammar test, attitude test, documentary analysis and

observation. The interpretation and transcriptions of all the answers of the participants-

based form the research problems and questions are also offered in this chapter.

Table 1. Age and K+12 Academic Strand of the participants

Case Age K+12 Academic Strand

Name
Case 1: Scaredy-Cat 18 General Academic Strand (GAS)

Case 2: Overconfident 18 General Academic Strand (GAS)

Case 3: Interrupted Reporter 18 Technical-Vocational-Livelihood (TVL)

Case 4: ―I‖ Witness 18 Technical-Vocational-Livelihood (TVL)

Case 5: Laughingstock 19 General Academic Strand (GAS)

Case 6: Pressured Valedictorian 19 General Academic Strand (GAS)

Case 7: Hall of Shame 20 Technical-Vocational-Livelihood (TVL)

Case 8: Syntax Error 18 Accountancy, Business and Management

(ABM)
Case 9: English Carabao 18 General Academic Strand (GAS)

Case 10: Tiger‘s Sister 19 Humanities and Social Sciences

(HUMSS)
 44

1. Results of the Survey Questionnaire

The situations mentioned below were used as basis in the selection of the final ten

participants for the said study. These are all about the worst Grammar Shaming

experiences of the participants. According to John Dewey‘s theory of experience (1938),

which primarily means continuity and interaction, this can be a tool that would help the

people to grow and develop. But sometimes experiences give opposite meaning which

may affect the lives of the participants.

Table 2. Results of the Survey Questionnaire

Cases with their Grammar Shaming experiences (Written Description)

Case 1: The Scaredy-cat

“When they expect me to know all the vocabulary word. They tend to ask and

challenge my comprehensive every time they see me. And they often said when I don‟t

give the right answer, “English major ka „di mo alam?”

When they expect me to know all the vocabulary word. They tend to ask and

challenge my comprehensive every time they see me. And they often said when I

don‘t give the right answer, ―You

are English major then you don‘t know?

Case 2: The Overconfident

“Shaming when I was on my Highschool years and until now; People surrounds me

feel and think as an English major you are smart enough and you now all the

things. I think this world usually make fun when I commit grammatical errors and
 45

sometimes some people correct me in not proper way that decrease my self-esteem

and self-confidence”.

Case 3: The Interrupted Reporter

“I experience grammar shaming when I was reporting in front of my classmates

which is actually were not perfect to convey or express our ideas and

thoughts fluently but at the same time there will be people who will judge you or

criticize when it comes to grammar”.

Case 4: The “I Witness”

“I always hear my classmates shame others when they try to speak in English. Some

think that they only murmur and repeat the words that are needed to be corrected,

but what sometimes seem murmuring is loud to those who are speaking. What I do

not like about this is sometimes they even say that the person talking is “bobo”.

I always hear my classmates shame others when they try to speak in English. Some

think that they only murmur and repeat the words that are needed to be corrected, but

what sometimes seem murmuring is loud to those who are speaking. What I do not

like about this is sometimes they even say that the person talking is ―idiot‖.

Case 5: The Laughing Stock

Sometimes I experience it inside our house when the time my sister saw my status in

Facebook she will mock me for having a grammatically incorrect. But later on she will

correct me right away.

 46

Case 6: The Pressured Valedictorian

“When I was still in Senior High School, I had my Graduation speech and after that
speech, instead of congratulating me first, my mom told me that on my speech I had
stated grammatically incorrect sentences.

Case 7: The Hall of Shame

“I have experienced this outside our school; when I‟ve to converse with my friends in
English, there‟s some other people who overheard my mistake and
then they burst into laugh”.

Case 8: The Syntax Error

Here‟s my instamce: we had a group skit inside the classs and I said: “Why did you
gave me book?” My English teacher saw my post Sir: Ano ba yan *her name*. past
tense na yung did, tapos ginawa mo pang past tense yung verb. Nananu ka?\

Here‘s my instamce:
I have posted on face booksaying: ―Why did you gave me book?‖ My English
teacher saw mypost
Sir: What‘s that *her name*. Did is a past tense
already, then you also made the verb in past tense. What are you doing?

Case 9: The English Carabao

“I was mental blocked that time and that was the first time that I was being insulted
by my professor. However,Ijustexperiencedthatduetoculture
shock”.
 47

Case 10: The Tiger’s Sister

“I experienced, when I‟m with my friends they asked for my idea about a certain issue,
and since I‟m an English major student they want me to answer their question in
English andone of the CBA graduate notice my in, on, to and correct my grammar,
after she corrects my grammar she said “English major a”. Another when they asked
a very deep word to me and I can‟t answer them, I hear “English major ne” again.
And when I am speaking english language to my dada, My dad always say that “„wag
ka na mag- english ang arte mo lang, wrong grammar naman”. And I felt that </3”.

Case Analysis

The selected ten (10) participants encountered experiences which they considered

as their worst ones in terms of grammar shaming. Most of the participants‘ experiences

were encountered inside the school which made them feel uneasy using the English

language. Similar to the article written by Kayi (2019), the researchers included the same

variables to identify the experiences of the participants inside the school, namely; oral

presentation, reporting, and recitation.

Based from on one of Case 1‘s experiences inside the classroom, she was asked

by her classmates about some difficult words while she was reporting. Unfortunately, she

was unable to answer. Her teacher heard the commotion and she gave a remark. The

teacher exclaimed, ―You are English major then you don‘t know?‖ Case 1 was unable to

talk after theat because she felt humiliated. But she was thankful because she was able to

see her mistakes and errors. Like her experience is to Case 2‘s experience which is also

expecting her to master the English language and be perfect just because she is English

major.All the ten (10) participants had experienced grammr shaming inside the

classroom. Their experiences were analyzed and checked by the researchers if they are
 48

realated to the definition of grammar shaming. The researchers looked for the causes

why the participants experienced grammar shaming.

On the other hand, some of the participants were grammar shamed by their

classmates. For example, whenever Case 3 delivers her report in front of her classmates,

most of them tends to interrupt her discussion just to correct her grammatical errors

committed. While in the other classes, we have Case 4 who oftentimes witnesses her

classmates murmuring and repeating all the words uttered incorrectly. She also stated,

―What I do not like about this is sometimes they even say that the person talking is

―bobo‖.

Other participants were also corrected by their own blood. Meaning to say, one of

their family members are the ones who give comments on the errors that they have

committed. Cases 5 and 10‘s experience is about her sister correcting her grammar. Also,

Case 6‘s experience is also with her mom when she delivered a speech and her mom

corrected her in a negative way.

Meanwhile, Case 7 experienced to be grammar shamed by some persons who

merely know her. Not only that, but also, whenever she reports in front of her classmates,

they are laughing and murmuring as if she did a terrible mistake. Which is why,

whenever she receives negative feedback from people, she tends to limit herself from

speaking or voicing out her opinions. According to Galmiche (2018), it is proven the

recurrent humiliation and shame episodes in the classroom experienced by shame prone

language learners had developed negative attitudes in learning the Second Language. The

participants in the present study experienced having difficulty in sharing their thoughts

and ideas because of the shame that they have received.

 49

The last two cases; Cases 8 and 9 experienced being corrected by their professors.

Case 8 was corrected in front of the class by her professor simply because of the error she

committed on her post. Instead of learning from the correction, embarrassment was felt

by the participant. The Case 9 was insulted also by her professor during the delivery of

her report. While in the article written by Davies (2007), teachers‘ feedback affects

students which are why, teachers must be able to give proper corrective feedback to

improve students‘ performance.

The students‘ grammar shaming experiences qualified them to participate in the

said study. This served as a tool to further understand the situations of the participants

where they are currently involved.

2. Experiences of the participants as Grammar Shaming victims in different

verbal activities

There are different verbal activities that can be presented inside the classroom

where the students will be given the chance to speak up and express themselves using the

English language. From those activities, there are probable instances of students

committing grammatical errors and lapses, whether minor or major, learners are receiving

experiencing negative corrections that tend to be a distress for them to not to speak up

again. As conferred by Asato and Dresser (2014) in their article/journal teachers and

other students frequently correct the learners‘ grammatical errors negatively that can

increase the anxiety level of the learners. The particular ten (10) cases chosen with the

worst grammar shaming experiences were described in terms of their grammar shaming

experiences in oral presentation, reporting, and recitation.

 50

Table 3. Experiences of the Participants in Different Verbal Activities

What are the Grammar Shaming experiences of the participants?

Case 1:The Scaredy-cat

Verbal Activity: Recitation
„Yong nasa harap po ako ng section namin, I felt humiliated po when my classmate
na reporter asked me about the antonyms and synonyms of specific words po which is
I believe na alam po nila yung sagot. Tinawag na lang po ako ng reporter. Feeling
ko po tinetest lang po ako. Pero po, hindi ko alam kasi hindi ko pa na eencounter.
May mga sagot po ako pero mali daw. Tapos ang dami pong nakarinig pong sinabi
niya na “English major ka hindi mo iyan alam”? Tapos „yong iba po tumatawa pa.

I felt humiliated when my classmate, who was the reporter, asked me about the
antonyms and synonyms of specific words which is I believe that they know the
answer. The reporter called me to recite. They are just testing me. But, I really don‘t
the answers because I have not yet encountered them. I gave my answers but
according to them, they are all incorrect. Then, I heard a lot of comments like,
―You‘re an English major but you do not know that? Someof them were laughing
Case 2: The Overconfident
Verbal Activiy: Oral presentation (Speech choir performance)
Noong nagspeech ako, may grammar errors ako and wrong pronunciation tapos sabi
ng teacher sa akin na parang "Ang taas taas ng self-confidence mo na magsalita ng
English pero mali mali naman. Sinabi po yun pagkatapos ko sa open area. Noong
sinabi nya saakin iyon marami pang nakakarinig gaya po ng classmates ko.

During my speech, I had grammar errors and my pronunciation was incorrect. Then
my teacher said, " You have so much confidence speaking in English, yet you have
lots of errors". She told me that in an open area heard by my other classmates.
 51

Case 3: The Interrupted Reporter

Verbal Activity: Reporting

„Yong nag-report po ako sa isang major subject. „Yong mga words po ang hirap

bigkasin, nabulol po ako tapos tinawanan. Para po sa akin, grammar shaming iyon.

Madami po akong reports noon, sunod-sunod and hindi „ko na po alam kung anong

uunahin „ko. Sinasabi ko sa mga kaibigan po na nagkamali nanaman ako. Na offend

ako noon kasi first time ko po magreport noon. Inimprove ko po „yong sarili ko the

nexttime. May mga classmates po ako na minsan, sa sobrang pagiging judgmental,

napapakunot po mga noo nila kapag nakikinig sila sa iyo. Minsan po kapag

nagsasalita, may factual information ka na, magre-react pa sila na “hindi, ganito

„yan, ganyan „yan.” Bakit nila ii-interrupt „yong pag-rereport mo sa harap?

Parangnakakabastoskasimisan.Pero sa mga teachers naman, ini-interrupt po nila to

give propercorrections.Ewan„kolangposaiba. Positive po „yong words nila pero sa

mga classmates „ko, hindi po. And sa classroom po naming, maraming ganoon. Ayaw

lang po nila umamin.

When I was reporting in one of our major subjects. There were difficult words to
pronounce. I stuttered and then they all laughed at me. For me, that‘s shaming. The
time, I was so stressed because I had a lot of reports to prepare for. I don‘t know what
to do first. I was offended of course. That was my first time to report. I promised
myself to seek for improvement the next time. Some of my classmates are
judgmental. You can see on their facial reactions that they don‘t like what they are
seeing and hearing. Sometimes, even if you are presenting information already,
they‘ll say ―No, it‘s like this, it‘s like that.‖ Why would they interrupt my report? It‘s
rude for me.
 52

Case 4: The “I Witness”

Verbal Activity: Reporting

Kapag po nag-rereport, minsan po kasi hindi ko po namamalayan na mali „yong
word na nagagamit „ko. Usually, ang nangyayari po, hindi po suitable „yong word sa
situation or sentence. “Open the light” po „yong exanple ko sa topic ko about Verbs.
Kinorrect po ako ng mga classmates ko. Eh napahiya po ako. Sabi nila dapat daw
“Turn on the light.” Minsan naman po, tatawa or ima-mock po nila ako kapag
nagkakamali ako sabay sabi, “Pinagmamalaki mo na first language mo ang English
pero mali naman mga ginagamit mo!”

During reporting, I don‘t usually notice that the words that I‘m using are not suitable.
They are not suitable to the situation or sentence. ―Open the light‖ was my example
on my topic about Verb. I was corrected by my classmates. I was embarrassed. They
said that it should be, ―Turn on the light.‖ Sometimes, they will laugh or mock me
whenever I commit errors. They usually say to me, ―You are boasting that English is
your first language yet what you are saying is grammatically incorrect.‖

Case 5: The Laughingstock

Verbal Activity: Reporting

Noong pong nagreport po ako. Tapos hindi po tama „yong pagkakagamit ko ng
prepositions na „on‟, „in‟, and „at‟ po ata iyon. Noong umupo na po ako, narinig „ko
po na may mga bumubulong sa classmates ko habang tumatawa. Sinabi po nila,
“Mali naman „yong grammar niya. Dapat inaaral niya „yong report niya. Dapat
alam niya„yon.” „Yong naman pong sinabi „ko na po word na pinost „ko po. Nung
senior high po may pinost ako tapos nakita po ni tita ko na may mali. Eto naman po
kinuwento niya po sa ate ko. “Parang may mali sa post ni *her name*.” Tas si ate
ko naman pinuntahan niya ako tas sabi po niya “Uy ikaw ha! „Yong grammar mo
mali mali. Nakita ni tita. Ano ulit „yon? „Yong post mo?” Parang napahiya na po
ako. Saclass naman po kapag nag-kamali po ako ng pag-pronounce ko tatawa po
sila ganun.
 53

What I am trying to say is the words I‘ve posted back in my senior high school days. I

posted a status on my social media account then my aunt saw it. She told my sister about

it. She said, ―Something is wrong about her post.‖ Then my sister went to me and told

me, ―Hey, you!‖ Your grammar is not correct. Aunt saw it. What is it again? Your post?‖

I was embarrassed. In our class whenever I pronounce words incorrectly or commit

grammar errors, they will automatically laugh.

Case 6: The Pressured Valedictorian

Verbal Activity: Oral performance (Graduation speech)

My worst experience was noong graduation speech ko. Instead of congratulating me,

naunag icorrect „yong mga mali „ko; Grammar, diction, and pronunciation. Naisip

„ko, araw ko iyo eh, napalitan siya. Somehow, na-disappoint ako kasi instead of

congratulating me, iyon pa „yongnangyari. Doon sa graduation speech , kapag

nagkamali ka, automatically ijajudge ka nila. Pagka- correct sa akin ng parents ko

noon, inisip ko na do I deserve to have that speech?

My worst experience happened when I had my graduation speech. Instead of

congratulating me, I received corrections right away. They corrected my grammar,

diction, and pronunciation negatively. I thought that it was my day, but it turned out

to the opposite. I was disappointed. Instead of receiving congratulatory messages, I

got negative corrections. When I had my graduation speech, I realized that if you‘ll

commit mistakes and errors, they will judge you right away. When my parents

corrected me, I asked myself this question, ―Do I deserve to have that speech‖ and

I questioned my abilities.
 54

Case 7: The Hall of Shame

Verbal Activities: Reporting and Recitation

Last semester po, kapag nagsasalita po ako sa harap, ini-interrupt po ako ng mga

classmates ko. Mali daw po „yong mga prepositions na ginagamit „ko. Tapos mali din

daw po „yong Subject-Verb Agreement ng mga sinasabi ko. Tapos maririnig ko po

sila tumatawa. Tapos dahil ako po „yong president ng classroom, ako po „yong

tinawag nila kapag recitation. Kapag nagkamali naman po ako, tatawanan nila ako.

Parang sinasadya naman. Kasi po nagapply po ako sa call center eh pumasa naman

po kaso po ramdam kop o sa mga kasama ko na “ay, yan?” kaya pag

tinatanong po ako ng trainer dun, hindi po ako masyado sumasagot kasi po natatakot

po ako na jinujudge po ako ng mga kasama ko. Eh kasi po mga kasama kop o mga

natapos na po sa pagaaral okaya naman po nagtrabahona abroad kaya na adapt po

nila yung english sa ibang bansa ganun po. Kaya ngayon po takot nap o ako. Tapos

meron po minsan sa shuttle po pagkababa namen na nagjojoke joke po kami na

English Only Policy… so ako po nagtry po ako tapos may nakarinig po ata, tas naka

corporate attire po sya tas tinignan nya po ako tas tumawa po sila ng mga kaibigan

nya. Sa class naman po kay teacher Y, kunyare po may pinapa pronounce po sya na

word tas pag may nabigkas po ako mali, magtatawanan po mga kaclase ko po.

Last semester, I still remember the moments whenever I‘m speaking in front. My

classmates were usually interrupting me. According to them, the prepositions that I‘m

using are incorrect. My errors include some Subject- Verb Agreement errors. Some

of them laugh at me. Because I‘m the president of the class, they always call me
 55

during recitation. Whenever I commit errors, they will laugh at me. I think they are

using it on purpose.

I applied for a call center job. Though, I passed and was hired, I can feel the stares of

my co- workers. That is why whenever the trainer asks me question, I usually just keep

quiet because I‘m afraid to be judged by my co-workers. Most of them are already

graduates with a degree while some of them have experienced working abroad.

Therefore, acquiring their knowledge and skills. Another experience is at the shuttle. I

was talking and joking around with my friends about the English Only Policy. So,

when I was the one who spoke up, there was this person who wore corporate attire

looked at me and laughed with his friends. Since then, I felt shy to speak in public.

Also on one of my classes, ma‘am XX asked me to repeat a word. Then every time I

mispronounce a word, they will all laugh at me.

Case 8: The Syntax Error

Verbal Activity: Oral Performance (Skit)

Yeah. My former teacher when I was Grade 11, pinahiya niya po ako noong may dula-

dulaan kami. Sa school po „yong setting namin. Estudyante po kami ng mga

groupmates ko. Noong ako na po magsasalita, sinabi ko po“Why did you gave me

those books?” tas ayun po, sabi nya “Bat naman ganun? Past tense na nga yung did

tapos gave pa?” So, feeling ko po, napahiya po ako sa mga kasama ko na ano..meron

pong ibang instances nan a ano po ako napahiya po sa crowd na nacorrect po sa

crowd sa pagcocorrect po ng grammar pero yun lang po yung talagang na ano

 56

po..kasi close ko din po yung teacher na yun.

Yes. My former Grade 11 teacher embarrassed me inside the classroom when we had

our group skit. Our setting was inside the classroom. My classmates and I portrayed

students who are having a group conversation. When it was my turn already, I said,

―Why did you gave me those books?‖ And then she said, ―Why is it like that? ‗Did‘ is

already in the past tense!‖ At that time, I felt embarrassed because she said it in front

of my friends who happened to be good newspaper writers and are all aware of their

usage in grammar. There were also other instances wherein I felt ashamed, but this is

the worst. But after that, everything went back to normal because I was close to the

teacher anyway.

Case 9: The English Carabao

Verbal Activity: Reporting

Noong last semester po, may tinanong po sa akin „yong teacher ko. Tapos instead po

na “She went down” „yong isasagot „ko,sinabi „ko po na “She go down.” „Yong mga

simpleng words na „yon, masakit po kapag naalala „ko po. Kinorrect po niya ako in

an embarassing way sa harap po ng mga classmates ko. Sobrang nasaktan po ako.

Sinabi po niya, “ Ano ba yan? Carabao English? English major ka ba talaga? Dapat

elementary palang alam mo na yan!\

Last semester, my teacher asked me a question then instead of saying "she went

down" I told her "she go down". Those simple words became a painful reminder to
 57

me. She corrected me in an embarrassing way in front of the class and that really

hurts me. She told me, “What‟s that? Carabao English? Are you really an English

major? You should have known that when you were still in elementary!

Case 10: The Tiger’s sister

Verbal Activity: Reporting

Sa loob po ng classroom, napapansin ko po na pinag-uusapan po ako ng classmates ko

after ko po ng magreport. Nagbubulungan po sila tapos minsan tumatawa pa. Ginagawa

rin po sila „yon sa iba kog classmates. Maarte daw po kami tapos wrong grammar pa.

Okay lang po sana kung ako lang nakakarinig, pero halos karamihan po sa amin,

naririnig po comments nila. Napahiya po ako

Tinatanong po ako kung ano po ba yung proper word na gamitin ng isa kong kong

klasmeyt sabi niya kung anong tawag doon? Kapag sasabihin na “Papunta na” Ahh sa

in and on yata ay in and on. “On the way” po ba o “in the way.” Tapos ang sabi ko po

“in”. Naniwala naman po siya. Tapos kwinento ko po yun kay ate ko. „Yong sinabi po

nung ate namin na mali nga raw po yung ginamit ko tas sabi niya ayun nga “English

major ka pa man din” e siya po kasi graduate po siya ng CBA tapos sabi po niya,

“English major ka pa man din tas gano‟n „yong gagamitin mo” sabiniya.

Inside the classroom, I observed some of my classmates are talking behind my back and

of some reporters. They are whispering that we are ―maarte‖ and ―wrong grammar‖

when we speak. It‘s okay if I‘m only the one who was able to hear them. Unfortunately,

most of my classmates heard their comments. I felt embarrassed.

 58

I was asked about the proper word to be used by one of my classmates. It‘s about the

prepositions in and on.. One of my friends asked me about what the correct preposition

is to use. Is ―on the way‖ or ―in the way.‖ I said that it‘s ―in the way.‖ I told it to my

sister. My sister said that what I used was wrong and then she said, ―You are an

English major‖ with a mocking tone. She‘s from TSU CBA and then she said that I am

English major. She asked, ―That‘s what you are going to use?‖ I reasoned out and I

told her that it‘s only the first semester that time and I am not that so much exposed to

the language. I am studying to learn. Being English major doesn‘t mean that I am

perfect.

Case 1: The Scaredy-cat

Senior High School Strand: General Academic Strand (GAS)

Case 1 was labeled as ―Scaredy-cat‖ since she now forbids herself in voicing out

her ideas and opinions. It is obvious on her answers during the interview that she holds

herself back because of the fear she has and, she mentioned a couple of times about being

afraid of grammar shaming. Of course, all of the people have these certain situations

which would make them feel uncomfortable. She had this experience wherein someone

from the class corrected her in an indecent way during recitation in their class. According

to her as well, whenever she receives negative feedback from her classmates, it will

always end up into making her self-esteem fall. In the end, her classmates‘ corrections

transformed her into someone who corrects herself before answering. According to her,

she committed errors because she still doesn‘t know some grammar rules.
 59

Case 2: The Overconfident

Senior High School Strand: General Academic Strand

Case 2 experienced grammar shaming done by her teacher. She was told by her

teacher that she expected herself too high for being good in English language despite of

her grammar lapses, grammar errors, and wrong pronunciation. As she was grammar

shamed by her teacher in an open area and since then, she became cautious and was

anxious about it. Another experience of Case 2 is when her errors were corrected by her

classmates during reporting. She exclaimed that she felt sorry for herself. The cause of

her errors is her lack of knowledge about some grammar rules. According to Case 2, she

is not good in writing and speaking using the English language. She is not yet fluent and

proficient.

Case 3: The Interrupted Reporter

Senior High School Strand: Technical-Vocational-Livelihood (TVL)

During a report on one of her major subjects, Case 3 mentioned encountering

words that were too hard to pronounce. As she proceeds with her reporting, she stuttered

which triggered a burst of laughter from her classmates. She was offended by their

reaction since it was her first time to report on their class. Case 3 even said that most if

her classmates were judgmental and that they would even interrupt her reports even

though she already presented information. She also took notice of their facial reactions

which appears that they dislike her way of reporting. The cause of her errors is her lack of

knowledge of some grammar rules and the proper ways on how to pronounce English

words.
 60

Case 4: The “I”-Witness

Senior High School Strand: Technical-Vocational-Livelihood (TVL)

During the report of Case 4 in her English class, she experienced grammar

shaming from her classmates for using improper preposition in the example she used. She

wasn‘t aware in her error committed until her classmates started to question her for

boasting that English is her first language yet she still unable to perfectly use it. During

that incident, her classmates started to mock her and secretly laugh sarcastically. She felt

demoted for what her classmates did to her and for what she saw them doing. Case 4

admitted that it is normal for her to commit grammar errors because she doesn‘t know

how to apply specific grammar rules when speaking and writing.

Case 5: The Laughingstock

Senior High School Strand: General Academic Strand (GAS)

Case 5 often received backlashes not only in class but at home as well. She

usually got laughed at during reports for having poor pronunciation and for her grammar

errors. Also, at home, there was an instance wherein she was questioned by her sister

with regards to her grammar and was then teased and mocked. Because of that, she then

hesitates to speak up and she is now afraid of committing errors. Case 5 was greatly

affected by her Grammar shaming experiences not only at home but also in some social

media sites. Although she had these bothering experiences, she exclaimed that she is used

to it because it is normal for her to commit grammar errors when speaking or writing

because a lot of grammar rules are still unclear for her. She knows some but she still

doesn‘t know how to apply them.

 61

Case 6: The Pressured Valedictorian

Senior High School Strand: General Academic Strand (GAS)

Case 6 is a consistent honor student. She strives hard to please everyone,

unfortunately, that is not possible. As she finished delivering her graduation speech in

senior high school, she was given negative feedbacks and corrections regarding her

mistakes in grammar and pronunciation. She was greatly affected by the words that came

out of her parents‘ mouth. Since then, she questioned her abilities and whether she

deserved to be the one who delivered the speech. The researchers noticed that Case 6 is

the best speaker of all the ten (10) cases. She had the least grammar errors. Case 6

exclaimed that her anxiety and fear of correction causes her to commit more grammar

errors. Whenever she speaks, she becomes nervous causing her to unconsciously commit

grammar errors during verbal activities.

Case 7: The Hall of Shame

Senior High School Strand: Technical-Vocational-Livelihood (TVL)

Case 7 had to deal with her classmates during one of her class reports. Last

semester, she narrated that her classmates were constantly interrupting her because of her

errors in using the proper prepositions. Aside from preposition, Case 7 mentioned

committing errors on Subject-Verb agreement which mostly happens during recitations.

She mentioned that her classmates were frequently calling her on purpose during

recitations knowing her capabilities in grammar. Then they would laugh at her every time

she commits mistakes. One time, she was asked by her teacher to repeat some words, and

then at every mispronunciation, her classmates would then laugh at her. Case 7 stated that
 62

she commits a lot of grammar errors because speaking in English is a hard task. Although

she already experienced working in a Call center agency where English is the main

medium of communication, she still commits errors every day. Her lack of knowledge

with some grammar rules is causing her to speak with errors. Some of these errors led her

to be grammar shamed.

Case 8: The Syntax Error

Senior High School Strand: Accountancy, Business and Management (ABM)

Case 8 experienced her one of most embarrassing moments in school during their

oral presentation, particularly a group skit. Her teacher ridiculed her in front of her

classmates and questioned her for using another past tense for the verb ―did‖. In that

moment, she felt very humiliated for what happened. But after that instance, all went

back to normal because according to her she was closed to her teacher despite of the fact

that she experienced being grammar shamed by him. Case 8 admitted that she tends to

commit errors because she doesn‘t have enough knowledge about the structure of

English language specifically, its grammar rules. She took ABM as her Senior High

strand. Although the medium of instruction during their classes was English, she was not

trained to speak with proficiency before she entered college. Her strand is not related to

her current program.

Case 9: The English Carabao

Senior High School Strand: General Academic Strand (GAS)

Case 9 received heavy criticisms from her teacher because of her poor grammar
 63

skills. This happened when she failed to use the proper verb tense when asked by her

language teacher. Her teacher told her that she spoke in English carabao and asked if she

really is English major, and that she should have known the proper tenses since

elementary. Case 9 feels degraded to the point that she even asked herself if she chose the

right course. After that incident, she became too conscious on her words when speaking

in English, and too afraid to recite in her class. Case 9 would even use notes during

reporting and that he would only recite if she knows what she is about to say.

Case 10: The Tiger’s Sister

Senior High School Strand: Humanities and Social Sciences (HUMSS)

Case 10 had an experienced being grammar shamed during reporting. It is possible to

hear some corrections whenever you commit an error but, in her case, she received it with

the feeling of embarrassment. Most of her classmates laughed at her error and labeled her

as ―maarte‖. Although she accepts the fact that her classmates were only trying to correct

her, but she suggests that they may correct her in a decent way not only at school that she

experienced those things but also inside their home which is supposedly.

Case Analysis

The cases included in this study displayed the experiences of the participants as

victims of grammar shaming in different verbal activities such as oral performance,

reporting, and recitation. These suggested verbal activities were included in the article

written by Kayi (2019) which can be used by language teachers. Six (6) of the

participants‘ experiences happened during reporting, while three (3) of them took place
 64

during oral presentation, and only two (2) happened during recitation. However, in Case

7, she mentioned that she experienced grammar shaming both during recitation and

reporting.

According to the article written by Galmiche (2017), he addressed shaming

experiences in foreign language classroom which can affect the acquisition of the second

language linguistic confidence of the learners and also their self-esteem, self-worth, and

sense of identity. Because of the fear of being a victim of grammar shaming, some of the

participants became hesitant in participating and avoiding different verbal activities. For

example, the experience of Case 1 during recitation, she was humiliated by her classmate.

The reporter asked her about the antonyms and synonyms of specific words,

unfortunately, she was unable to answer which is why most of her classmates laughed at

her. Not only was the feeling of humiliation brought to her by grammar shaming but also

the stigma attached to her experience.

In addition, their experiences proved what Wilson (2016) revealed on his article

that grammar shaming occurrences are the central negative influences and threats that the

learners perceive in the foreign language classroom. The experiences of Cases 3, 5 and 8

were the example evidences. Case 3 developed a negative thinking towards reporting

because she is afraid whenever she commits grammar error again, her classmates will do

the same shame as she experienced before. Next, in Case 5 she felt hesitant to speak up

again just because of her fear on negative corrections. Lastly, Case 8 experienced

humiliation which turned out to be the reason why there was something pulling her back

from using the English language again. The experiences mentioned above supported what

Wilson stated on his article about grammar shaming. In order to avoid these negative
 65

influences, teachers must be aware on how they will create positive environment in

language classroom just like what Al-Ghamdi (2017) included in his article. For

example, Case 8 experienced being ridiculed by her teacher in front of her classmates

because of the wrong tense of the verb she used. Instead of learning from the correction,

she was unable to appreciate it. The same with the experience of Case 9, because of her

poor grammar, she also received criticisms from her teacher and was also labeled as

―English Carabao‖ which made her feel unqualified being English major. Instead of

creating positive environment, teachers of the participants based on the experiences

opposed what Al-Ghamdistated.

The situations experienced by the ten (10) cases mentioned in the school, there

was an actual presence of grammar shaming among the first year BSEd English college

students. Most of the experiences of the participants were from their classmates, down to

the persons involved in the school community. Based from the findings, proper correction

of grammatical errors should be learned and highly encouraged not only by the teachers

but also by the learners who are currently learning the English language. Corrections are

intended to help the learners to have a better understanding on the English language and

especially to be able to use it correctly. Instead of having this effect, the researchers

found out that most of the participants were ashamed and were not given proper

correction feedback.

3. Reactions of the Participants Towards Their Experiences

As stated by some experts, people automatically generate reactions regarding their

remarkable experiences. These reactions may be negative or positive. In this study, the
 66

researchers gathered the various reactions of the ten (10) participants towards their

grammar shaming experiences. The reactions of the participants show their attitude and

perspective about the phenomenon. The term ‗reaction‘ is defined as someone's way of

acting or feeling as a response to something that happens. Students are diverse. Pearson

(2010) stated that every student has a different way of thinking. As anticipated on the

results, the participants have different reactions depending on how they see the situation.

In spite of the differentiated situations and experiences, there is a commonality between

the results which proves that grammar shaming happens in class and leaves an impact on

the participants.

Table 4: Persons from Whom the Participants Received Grammar Shaming

Cases Teacher Classmate/s Others

Case 1: The Scaredy-cat 
Case 2: The Over Confident  
Case 3: The Interrupted Reporter 
Case 4: The ―I Witness‖ 
Case 5: The Laughing Stock  sister ,
aunt
Case 6: The Pressured Valedictorian  parents
Case 7: The Hall of Shame  co-
workers
Case 8: The Syntax Error 
Case 9: The English Carabao  
Case 10: The Tiger‘s Sister   churchmates, father,
and sister

The table above shows the involved parties in the grammar shaming experiences of

the participants. The participants included in this study identified the persons from whom
 67

they received negative error correction. Nine (9) of the ten (10) cases shared that the

corrections they got were from their classmates. Two (2) of the ten (10) cases said that

they received negative correction from their teachers. Three (3) of the ten (10) cases were

shamed by their family member while two (2) cases were done by others.

Table 5. Reactions of the participants towards their experiences

What are the reactions of the participants towards their experiences?

Case 1: Scaredy-Cat
 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.

 I respect the corrections given to me.

 Whenever I receive an oral corrective feedback, I feel embarrassed, sorry for

myself, bothered, unimportant, and nervous.
 I know that I‘m not perfect, so it is okay for me.

 Thank you for the comment, I appreciate it.

Case 2: Overconfident
 I usually get shy whenever someone corrects me orally.

 I respect the corrections given to me.

 Whenever I receive an oral corrective feedback, I feel embarrassed, sorry for
myself, and nervous.
 You can say it to me personally, or in private.

 I know that I‘m not perfect, so it is okay for me.

 Thank you for the comment. I appreciate it.

 68

Case 3: Interrupted Reporter

 Whenever someone checks on me, I feel that I am not good.

 I know that the corrections provided for me are necessary and helpful.

 I respect the corrections given to me.

 You can say it to me personally, or in private.

 Can you let me finish first?

 Thank you for the comment. I appreciate it.

Case 4: “I” Witness

 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.

 I respect the corrections given to me.

 I prefer to use the corrections from my teacher or classmates, the next time that I
will answers
 Whenever I receive an oral corrective feedback, I feel nervous.

 You can say it to me personally, or in private.

Case 5: Laughingstock
 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.

 I usually get shy whenever someone corrects me orally.

 I respect the corrections given to me.

 After receiving correction, I don‘t want to answer again.

 You can say it to me personally, or in private.

 I know that I‘m perfect, so it is okay for me.

 69

 Thank you for the comment. I appreciate it.

Case 6: Pressured Valedictorian

 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.

 I don‘t hate my teacher/classmates whenever she/she corrects me while I‘m still

delivering my answer.
 Whenever someone checks on me, I feel that I am not good.

 I respect the corrections given to me.

 Whenever I receive oral corrective feedback, I Feel embarrassed, sorry for

myself, satisfied, bothered, and nervous.

 Thank you for the comment. I appreciate it.

 Thank you for correcting my mistakes, next time I‘ll make sure that your correction
will be applied.

Case 7: Hall of Shame

 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.

 I don‘t hate my teacher/classmates whenever they correct me while I‘m still

delivering my answer.
 I usually get shy whenever someone corrects me orally.

 Whenever someone checks on me, I feel that I am not good.

 I respect the corrections given to me.

 I prefer to use the corrections from my teacher or classmates, the next time that I
will answers
 Whenever I receive oral corrective feedback, I feel embarrassed, sorry for
myself, satisfied, bothered, and nervous.
 70

 I know that I‘m not perfect, so it is okay.

 I will just take it to improve my skills and grammar

Case 8: Syntax Error

 I know that I will learn from the corrections given to me.

 I know that the corrections provided for me are necessary and helpful.
 I don‘t hate my teacher/classmates whenever they correct me while I‘m still
delivering my answer.
 Whenever someone checks on me, I feel that I am not good.

 After receiving mistakes, I don‘t want to answer again.

 I prefer to use the corrections from my teacher or classmates, the next time that I
will answers

 You can say it to me personally or I private.

 I know that I‘m not perfect, so it is okay for me.

 Thank you for the comment, I appreciate it.

Case 9: English Carabao

 I know that I will learn from the corrections.

 I know that the corrections provided for me are necessary and helpful.

 I usually get shy whenever someone corrects me orally.

 I respect the corrections given to me.

 After receiving mistakes, I don‘t want to answer again.

 I prefer to use the corrections from my teacher or classmates, the next time that I
will answer.
 Whenever I receive oral corrective feedback, I feel embarrassed, sorry for
myself, unimportant, and nervous.
 You can say it to me personally.
 71

 I know that I‘m not perfect, so it is okay for me.

 Thank you for the comment. I appreciate it.
 Kindly let us correct ourselves and reflect about it.

Case 10: Tiger’s Sister

 I know that I will learn from the corrections.

 I know that the corrections provided for me are necessary and helpful.

 I usually get shy whenever someone corrects me orally.

 I respect the corrections given to me.

 After receiving mistakes, I don‘t want to answer again.

 I prefer to use the corrections from my teacher or classmates, the next time that I
will answer.
 Whenever I receive oral corrective feedback, I feel embarrassed, bothered, sorry for
myself, unimportant.
 You can say it to me personally or in private.
 I know that I‘m not perfect, so it is okay for me.
 Thank you for the comment. I appreciate it.

Case 1: The Scaredy-cat

Based on the judgement test taken by Case no.1, she often receives negative

feedback from her classmates. Although, they were comments which are hurtful, she still

takes it as her motivation to do better by thinking they are constructive criticisms.

However, due to the frequent feedback, she slowly becomes shyer to express herself and

is afraid to speak up. Fear overcomes the need to voice out her opinions and that causes

her self-esteem to crumble. According to her, she takes all of the criticisms and

comments to consideration but she would prefer to be taught or corrected personally.

 72

Comments tend to make her feel as if her efforts are all in vain thus, resulting to unvoiced

opinions and suggestions. Case no. 1‘s experience may relate to Galmiche‘s study that

states repetition of experiences by shaming may develop negative attitudes among the

learners and may hinder further improvement in their language development. Khan

(2015) clearly stated in his study that grades are affected when there is criticism in the

classroom. In the respondent's case, criticisms received led to anxieties which limits her

participation in class which may affect her improvement because what she learned is not

applied. Whenever she receives oral corrective feedback, Case 1 feels embarrassed,

bothered, sorry for herself, and unimportant.

Case 2: The Overconfident

Case 2 receives most negative corrections from her teacher and classmates.

Though classified as negative corrections, Case 2 respects the corrections given to her

and she strongly agrees that she will learn from these corrections. Case 2 also strongly

agrees when asked if she prefers using the corrections that comes from the teacher the

next she answers questions. Whenever she receives oral corrective feedback, Case 2

noted that she was embarrassed. She feels sorry for herself. She would also then feel

nervous as she was corrected for her grammar error/errors. Case 2 knows that she is not

perfect when it comes to grammar so it fine if she receives corrections. However, when

asked about her response, she would rather appreciate the comments or feedback if it

would be in private or personally instead of publicly correcting her. She wants

corrections to be given to her personally or privately.

 73

Case 3: The Interrupted Reporter

Case 3 receives negative corrections from her classmates. When asked to describe

her reactions, she usually gets shy but she also strongly agrees that she would learn from

their negative corrections. Case 3 would rather prefer using the corrections that comes

from her teacher rather than from her classmates and that she still wants to answer and

participate in the class discussion even though she commits mistakes and receives

negative feedback. Case 3 would then feel embarrassed when she receives oral corrective

feedback. Because of this experience, she feels nervous whenever she was corrected.

Case 3 noted that it is fine to be corrected if they let her finish her words first instead of

interrupting her during her speech. She also said that it will be better and will appreciate

it the most if she will be corrected personally or in private.

Case 4: The “I Witness”

Case 4 was negatively corrected most of the time by her classmates. But,

according to her, it does not mean that she hates them or even her teacher. Instead, she

prefers to use the correction that comes from her teacher if she would be told to answer

questions. Case 4 receives negative corrections but still wanted to participate in the class

discussions. When asked about her response to negative feedback, she would rather want

to be corrected in private or personally telling her mistakes because publicly showing her

errors would make her feel nervous and embarrassed.

 74

Case 5: The Laughing Stock

Based on the result of the judgement test taken by Case 5, most of the negative

corrections were given by her classmates and sister. Knowing that the provided

corrections to her are negative, she tends to strongly agree that these are necessary and

helpful. At the same time, she makes sure that whenever she receives correction, she‘ll

accept it respectfully.

The moment she received correction, she felt a sudden feeling of fear within her

which prohibits her to answer again. Also, she considers herself not good in using the

English language. Whenever she receives feedback embarrassed and bothered. She feels

nervously angry. She felt sorry for herself, too. Case 5 prefers oral corrective feedback to

be given in positive way for her and other language learners to acquire progress and

development since it is the primary purpose of it. Case 5 admits that English performance

is faulty, so she appreciates the corrections. But she suggested that it would be better if

corrections will be given to her personally or privately.

Case 6: The Pressured Valedictorian

Case 6 was grammar shamed by her classmates and parents. She strongly agrees

that she was able to learn from the corrections given to her but whenever someone

corrects her, she would feel that she's not good. She learned to use the corrections she

received to participate in class with improved skills and performance.

Even though Case 6 received negative corrections, she is still eager to continue to

try again after committing mistakes. She is motivated to answer again using English. She

is not taking the corrections negatively and does not hate the people who tries to help her
 75

improve especially in the delivery of her answer. Whenever she receives feedback, she

feels embarrassed, sorry for herself, bothered, and nervous. But she feels satisfied. The

researchers found out that Case 6 appreciates oral corrective feedbacks which are given

by her classmates and parents. She also has the desire of using the corrections that were

given to her to improve her performance in speaking using the Second Language.

Case 7: The Hall of Shame

Case 7 experienced being grammar shamed by her classmates and former co-

workers. Though she received negative feedback in the past, she still believes that she can

learn from the negative feedback. The feedback somehow makes her feel that she‘s not

good enough and she usually gets shy whenever someone corrects her grammar orally. It

also affects her participation in class as she chooses to refrain from joining class

participation due to fear of embarrassment. Whenever she experienced grammar shaming,

she feels bothered and nervous and rather prefers receiving corrective feedback from her

teachers. When asked about her reactions, she stated that she would just take their

feedback and work on improving her skills and grammar.

Case 8: The Syntax Error

Case no. 8 is a girl who tried but was never enough. She tries her best to please

everyone and to resolve the fault she has done by making up for it. Unfortunately, some

efforts are gone to waste once a mistake has been made and all people could think about

was her wrong-doing. She was strongly humiliated by a teacher in-front of her peers as
 76

try to write articles for the newspaper project that they were assigned to do. Case no. 8

was not only corrected by the teacher in a playful manner with a hint of sarcasm, it was

also done while they were in the school premises along with her friends resulting to

making case no. 8 a laughing stock that time. Due to that experience, case no. 8 stated

that she was having difficulties in gaining her confidence back as she was already afraid

of being judged due to her lack of knowledge even if she tries as hard as she can to read

more books and to practice her skills in order for her to improve but all are in vain as

others find flaws in her communicating skills as well as her grammar. She said that

although it didn‘t mean that much since she was close to the teacher, it did hurt her

feelings and that she is now hesitant to speak up most of the time.

Davis (2007) stated that feedback coming from the teachers greatly affects the

students. Though the teacher‘s intention was for the betterment of the student, it may be

perceived differently by the student depending on the approach. Asato and Dresser

(2014) mentioned that when often given corrective feedback negatively may increase the

anxiety level of students when it comes to speaking the language.

Case 9: The English Carabao

Case 9 was grammar shamed by her teacher. Telling that the way she speaks in

English is ―English Carabao‖ made her feel like an idiot. Her self-esteem and confidence

went down. Even though her experience was unpleasant, she strongly agrees that she will

learn from the corrections that were given to her even if they were negative. She also

believes that the corrections provided for her are necessary and helpful. She despised her
 77

teacher who shamed her in front of the class during an oral activity because of

committing grammar errors. Case 9 admitted that after her experience, she gets shy

whenever her teacher or classmates correct her orally. Whenever someone checks her

grammar errors, she feels that she is not good. She doesn‘t want to participate already in

oral recitation inside their classroom.

But Case 9 uses the corrections from her teachers to make her answers

grammatically correct for the next oral activity. When she received negative oral

corrective feedback, she felt embarrassed, unimportant, and nervous. After having been

grammar shamed, Case 9 felt sorry for herself. She gave a lot of responses regarding her

experiences. The following statements are the responses of Case 9 to the negative

corrections she got from her teacher: ―You can it to me personally,‖ ―I know that I am not

perfect, so it is okay for me,‖ ―Thank you for the comment. I appreciate it,‖ and ―Kindly

let us correct ourselves and reflect about it personally.‖ Case 9 was demotivated because

of her grammar shaming experiences. She is against the idea of giving corrections in a

negative way. Case 9 respects the corrections she got. She accepted that her speaking

skills are not developed yet because she is still a beginner in speaking the L2. Case 9

exclaimed that her teacher was supposed to help her to acquire the language easier. The

experience led Case 9 feel ashamed to speak suing the L2 in front of the class again.

According to Davies (2007), teachers‘ feedback and correction affect students.

Feedback is information or a description from teachers which is intended to improve

students‘ performance. It should come from someone who has a sufficient knowledge and

experience in the field and someone who minds about one‘s work to read it with accuracy

and provide comments (Brookhart, 2008). But according to Davies (2007), the purpose of
 78

the teacher in giving feedback is to read and listen to the learners‘ work and give remark

to enhance their future performances. In relation to the experiences of Case 9, correction

and feedback were given by her teacher. But, they were given in a negative way. The

purpose of ‗feedback‘ in Case 9‘s experience was defeated. She committed grammar

errors while speaking in front of the class; she was interrupted; her teacher told her that

style in speaking English is ―English Carabao.‖ She was embarrassed in front of the class.

Case 9 emphasized that she is against grammar shaming. There are more ways to

correct students‘ grammar inside the class. Asato and Dresser (2014) emphasized that

non- native speakers of the language cannot be fully proficient with just cognitive

correction, rather they also need to receive affective correction using a coaching method

of instruction. Case 9 is a non-native speaker of English. Kapampangan is her mother

tongue. According to Pangilinan (2014), Kapampangan is an Austronesian language

spoken in Inding Kapampangan, the Kapampangan homeland, located in the northern

island of Luzon in the Philippines, by the ethnic group known as Bangsang

Kapampangan (Kapampangan People). The grammar errors of Case 9 in her experience

were pointed out and corrected by her teacher (cognitive correction) and she also

received affection correction. Although Case 9 got these two types of correction, the

affective correction she got was given negatively.

Galmiche (2017) explained that Language shaming has a dramatic effect not only

on L2 learners' linguistic confidence but also on their self-esteem, self-worth, and sense

of identity. If language learners are afraid of future shame-inducing situations, they may

exhibit certain behaviors like avoiding speaking activities, withdrawing from second

language learning, and even avoiding interaction. This happened to Case 9. Her self-
 79

esteem and self-worth were greatly affected. After the experience, she avoided oral

activities inside the classroom. She even avoided interactions using the L2. Case 9 felt

that she is incompetent and flawed. Her reactions after the grammar shaming experience

were explained by Galmiche (2018). Recurrent humiliation and shame episodes in the

classroom experienced by shame-prone language learners had developed negative

attitudes in learning the Second Language‘ (Galmiche, 2018).

Case 9‘s reactions showed that her experience led her to acquire Speech Anxiety.

Horwitz, et al (1986) defined this behavior as a kind of shyness distinguished by fear or

anxiousness about communicating (orally) with others. According to Khan (2015), this

fear is being triggered when teachers and other parties inside the classroom give negative

feedback regarding the speaker‘s errors. L2 learners with Speech Anxiety tend to lose

confidence and end up not partaking in any speaking activity.

Case 10: The Tiger’s Sister

Case 10‘s grammar shaming experiences involved her classmates, friends, father

and sister. Her experiences can be categorized into different levels, but she considers

them all as the reasons why she‘s demotivated and anxious to use English in speaking.

Despite her experiences, she believes that she will learn from the negative corrections she

got. Case 10 exclaimed that the corrections provided for her are necessary and helpful.

But she didn‘t hate her classmates, friends, father, nor her sister after being shamed

because of her grammar errors. After her experiences, she got shy right away whenever

someone corrects her orally. Whenever someone checks her, she feels that she is not
 80

good. After receiving mistakes, she doesn‘t want to answer again.She prefers to use

the corrections from her teacher or classmates the next time that she will answer orally.

When she received negative corrective feedback, she felt embarrassed. She was

embarrassed in front of her family and friends. It gave her anxiety and pressure. She felt

sorry for herself. She was felt bothered and unimportant, too. The following statements

are the responses of Case 9 to the negative corrections she got from her teacher: ―You can

say it to me personally or in private,‖ ―I know that I‘m not perfect, so it is okay for me,‖

―Thank you for the comment. I appreciate it.‖

According to the Davies (2007) feedback and correction affect students. Feedback

is information or a description from teachers which is intended to improve students‘

performance. It should come from someone who has a sufficient knowledge and

experience in the field and someone who minds about one‘s work to read it with accuracy

and provide comments (Brookhart, 2008). Case 10‘s experiences oppose Brookhart‘s

claim. Case 10 did not receive feedback and correction from any of her teachers. Her

grammar shaming experiences involved her classmates, friends, and even some members

of her family. These people are not credible in giving feedback and correction about Case

10‘s grammar errors because they are not language experts. They don‘t have a sufficient

knowledge and experience in the field. Their comments are not reliable and accurate.

Case 10 stated that she is against grammar shaming. There are more ways to

correct students‘ grammar inside the class. Asato and Dresser (2014) emphasized that

non- native speakers of the language cannot be fully proficient with just cognitive

correction, rather they also need to receive affective correction using a coaching method

of instruction. Case 10 is also a non-native speaker of English. Kapampangan is her

 81

mother tongue. According to Pangilinan (2014), Kapampangan is an Austronesian

language spoken in Inding Kapampangan ,the Kapampangan homeland, located in the

northern island of Luzon, in the Philippines, by the ethnic group known as Bangsang

Kapampangan (Kapampangan People). The grammar errors of Case 10 in her

experiences were pointed out and corrected by her classmates, friends, her father, and

sister (cognitive correction) and she also received affection correction. Although Case 10

got these two types of correction, the affective correction she got was given negatively.

Galmiche (2017) explained that Language shaming has a dramatic effect not only

on L2 learners' linguistic confidence but also on their self-esteem, self-worth, and sense

of identity. If language learners are afraid of future shame-inducing situations, they may

exhibit certain behaviors like avoiding speaking activities, withdrawing from second

language learning, and even avoiding interaction. Case 10 experienced this. The level of

her self-esteem and confidence decreased right after the experiences. Although she has a

strong personality, she still became a victim of grammar shaming. She felt that her errors

were more glorified than her abilities. Her performance inside the class was affected.

Recurrent humiliation and shame episodes in the classroom experienced by shame-prone

language learners had developed negative attitudes in learning the Second Language‘

(Galmiche, 2018). Case 10 exclaimed that her grammar shaming experiences prove that

no one is perfect and everyone is vulnerable to experience this phenomenon. At first, her

self- esteem and confidence decreased severely. She questioned her L2 speaking abilities.

She thought she was not good enough. After experiencing it repeatedly, she realized that

she could it as a motivation to strive harder. Being embarrassed because of your grammar

errors is traumatizing. This is hard to overcome. But what‘s harder is to continue

 82

speaking using sentences with grammar errors. Case 10 is against grammar shaming even

though she can handle moments of embarrassment.

Case Analysis

Looking at the findings of the judgement test, most of the participants‘ reactions

towards the given feedback are negative though they take the actions as ways for them to

improve. Despite being affected by the comments, the participants prefer to keep it to

themselves. The reactions of the participants support the claim of Al-Ghamdi (2017) that

positive feedback creates a positive environment in the language classroom and negative

feedback creates negative environment. Based on the responses of the participants on the

interview and the observation of the researchers, negative error correction received by the

participants made their classroom an intimidating place to practice the language. Al-

Ghamdi (2017) also emphasized that when proper feedback, correction, and praise are

given to the language learners, their achievement level will increase. Most of the

reactions of the participants show signs of hesitation to use the language in speaking

activities. Their achievement level will decrease if feedback, correction, and praise are

not properly given.

In addition to that, it is obvious in the study that the teachers involved in the

experiences didn‘t give positive feedback to help the students improve themselves by

being aware of their own mistakes. According to Corder (1967 as cited by Alshumeiri,

2015), this is the technique used by language teachers to help learners to address their

grammar errors. The participants, however, developed slight anxiety since the English
 83

language is not their mother tongue hence, affecting their performance when it comes to

oral activities. As a result, the negative comments from their fellow classmates also

decreased their self-esteem and confidence. As defined by Asato and Dresser (2014),

negative correction given by teachers and other parties inside the classroom increases the

anxiety level of the language learners. According to Horwitz, et al (1986), Language

Anxiety is a kind of shyness distinguished by fear or anxiousness about communicating

orally with others. This fear is being triggered when teachers and other parties in the

linguistic milieu give negative feedback regarding the speakers‘ errors. In the grammar

shaming experiences of the participants, it is understood that they received negative

feedback after committing grammar errors.

Alshumaimeri (2015) cited what Krashen (1977) had stated that persistent

corrections contribute to the elevation of the level of anxiety among students, which can

affect the teaching-learning process and L2acquisition.

Based on the responses of the participants and the observation of the researchers,

some of the participants showed signs of Language Anxiety. After having been ‗grammar

shamed‘, they are hesitant to use the language because of the fear of receiving negative

feedback again (Galmiche, 2018). Also, as mentioned by Tari (2011), corrections

coming from teachers matter more than those from others because it is believed by the

participants to be more reliable than the ones from their classmates.

The findings of the researchers support Calsiyao (2015) who stated that most

students prefer to get corrective feedback regardless of the negativity of the comments

given. The reactions of the participants show that despite how hurtful their experiences

were, they still managed to consider them as constructive criticisms. According to Piler
 84

(2017), Language shaming has a damaging effect on an individual or a group of language

learners. This phenomenon may decrease the learners‘ self-worth, self-worth, and

confidence. Based on the reactions of the participants, their self-esteem, self-worth, and

confidence decreased. Although ‗Grammar shaming‘ had a damaging effect on learner's

motivation to practice the language, it also endangered their overall educational success

and achievement in the subject area. Because of grammar shaming, the participants held

grudges against their teachers and classmates; even towards their family.

The negative corrections received by the participants became effective on some

points because according to Johnston (1988), correction is effective if the learners realize

and admit that their performance is faulty, if they are able to create an internal

representation of the correct behavior, if they yearn to exterminate the errors, and if they

have the opportunity to improve their performance in real conditions. Based on the

reactions of the participants, they admitted that their performance is flawed, and they

desire to treat their errors to improve their language skills and performance in order to

acquire the English language with proficiency.

4. Grammar Error Frequently Committed

This part explores the errors of the participants in using the English language which

probably the cause of their shaming experiences. Aside from their statements on the

survey, semi-structured interviews and actual observation were conducted by researches

to identify participants‘ grammatical errors and further validate their statements and

responses.
 85

Table 6. Grammar Errors Frequently Committed

What are the grammar errors frequently committed by the participants

which led them to be grammar shamed?

Cases Areas of Grammar Sample Errors

Case 1:  Subject-Verb  I reading books
The Agreement and using
Scaredy-  Linking verbs gadgets.
cat  Use of articles  David actually portraying
 Verb Tenses small
 Word Choice  And I think that remind
 Use of pronouns me that life is…
 Singular and Plural  I always movingforward.
forms of words  They whispering…
That‟s I hate themost.
 She suppose to study
her report, she
suppose to studyher
grammar.”
 Its made me read dictionaries
 Everyone of us made mistake.
 What is the synonyms
of a word?
Case 2: The  Subject-Verb  …who loves to speak
Over Agreement‘ in the front of
Confident Singular and thecrowd
Plural Form  I love listening music
of words  I love speaking and having
 86

 Word choice  …they are set as a media

 Linking verbs that can give an
 Use of articles information to me…
 Use of  It decrease my
 Prepositions anxiety and
loneliness.
 When I‟m speaking in the
front talking about
myspeech.
 …somebody mock atme
 My self-esteem is becomelow.
 They also mocked at me.
 …they are just
a judgmental
people
 I have a
confidence
becausefor me…
 I am confuse what I‟m
going to say
 I amcontented
Case 3:  Subject-Verb  I love eating and I lovesing
The Agreement  I‟m writing poem which
Interrupted  Use of articles Ican write…
Reporter  Use of  He always being simple.
prepositions He wear dress that
 Choice of words verysimple…
 Plural and  She is alsosinger.
singular formof  …has a character which is
words bad boy.
 Verb Tenses  the boy is commit a
 87

 Use of wrongdoings in
pronouns theirschool.
 He need to work in that
girl in themovie
 He fall in love with thegirl.
 They notice
awrong
grammar…
 …sentence that I‟m said.
 I always says tothem…
 You‟ll correct me
with a shameful
words.
 …but our group ofclassmates
that very judgmental people
 It actually give me a
feeling thatshameful.
 What I should said in
frontof them…
 I always says that youcan…
 …and you cansaid…
 But not in that
embarrass moment…
 …they apparently
can be helpful…
 …in theproblems.
 …a different kindsof…
… a successfulsomeday.
Case 4: The  Subject-Verb  …one of the
―I Witness‖ Agreement journalistsand
 Use of articles broadcaster.
 88

 Verb Tenses  The Notebook I

 Plural and singular thinkis flashback.
forms of words  …when someone
 Word choice mispronounce a word…
 Use of  The reporter is use
Prepositions present tense in
theirtenses.
 …teachers who
are
understanding
ofus.
 …but only few and we
tend to just shut
ourmouths…
 …appreciate their
corrections because it‟s
good forthem.
 what‟s wrong within
the sentence.
Case 5: The  Subject-Verb  We are seven sibling
Laughing Agreement andI‟m the fifth.
Stock  Use of Linking  I‟m a type of person
and Helping that is easily
Verbs approachby…
 Use of articles  I feel so shy when
 Paralellism someone approach
 Tenses of me…
vernbs  I choose English
 Plural and Singular major so that…
forms of words  It is also influence by my
(verbs and sister…
 89

nouns)  I felt so embarrass that

time because…
 I‟m lack of English and
also I feel so embarrass in
front of manypeople…
 But they approach
in an embarrass
Case 6: The  Subject-Verb  Before, when I‟m
Pressured Agreement still elementary
Valedictorian  Choice of words students
 Use of adjectives  I started reading books
 Singular and still in grade7
Plural form of  I just want to view books
words and to viewpictures…
 Use of aticles  before is very addict
 Tenses of verbs when it comes toreading
 Use of adjectives  I am into it started to
join journalism.
 I joined as broadcaster
 Use of and then…
Prepositions  …the love of the brother
onher.
 When I was a
seniorhigh school
 She told me every
mistakesin myspeech.
 they are really proud
my parents
 …my mind think about it.
 Even though we
are
 90

imperfections.
Case 7: The Hall  Subject-Verb  the eldest daughter of
of Shame Agreement our family
 Us eof  …there is a lot of people
Prepositions who always body
 Use of Linking shameme…
verbs  I get of a lot of
 Use ofarticles criticism towards
 Tenses of verbs otherpeople
 Plural and Singular  I want to change my
forms of words physical drastically in a
 Use of Pronouns way that…
 Word choice  I want to fed my curiosity.
 Use of adverbs  I want to learn new
language which is
Korean…
 I always writepoem.
 …there is some minimal
errors that I do or I did and
it makes me wonder my
ability in speaking.
 I should work hard my
English because my
customers is native
American.
 I can‟t get improve.
Case 8: The  Subject-Verb  I live at Zone 3, TarlacCity.
Syntax Error Agreement  I usually watch
 Use ofarticles romanticmovie.
 Useof  …the boy I think
prepositions it‟san averageman
 91

 When I was Grade11.

 …or in other term is poor
like that.
 the self-esteem is
becoming so low.
 Subject-Verb  The husband want to
Case 9: The Agreement bewith…
English  Choice of words  …which is her husband
Carabao  Tenses of verbs read it to her everyday.
 Plural and Singular  When my teacher
forms of words ask sudden
 Use of articles questions.
 Us eof  That was a first time
Prepositions and that really…
 Because I‟m
speaking so
Carabao English.
 I believe that English
Majors areperfectionist.
 When your aretalking…
 I am aware about it
and I accept that but
that hurt.
 …not a yell but just likethat…
 …she‟s like mockingeyes
 …on thefuture.
Case 10:  Subject-Verb  I enjoyed writing poetries
The Tiger‘s Agreement and articles…
Sister  Use of prepositions  …but more on reality
 Use of Linking what is happening.
Verbs  …an activity inside our
 92

 Use of articles church what happen on

 Word choice that activity…
 Tenses of vebs  …then she ask for what is
 Plural and singular the appropriate word to
forms of words use
 Paralellism  ….that are one of my
 Use of pronouns unforgettable moment
 Use of cohesive with grammar
devices shaming.
 Telegram is similar in
Messenger.
 …me and my mother are
very closed.
 My mother is always say…
 …what happen on my day
 …it‟s okay to hear that terms.
 …that my sister say that…
 …it is expected to me to
be to have my correct
grammar.
 …it also expected that you
might encounter wrong
because you are still a
student.
 I‟m still a student still on
the process of learning s
 …English major is not an
equivalent in being a
perfect.
 … a person by its physical…
 93

Case Analysis

As the participants stated their shaming experiences during the interviews and

observations, it revealed the major causes of their grammar shaming. Most of them had

similar errors and share the same experiences. Their grammatical errors were the Subject-

Verb Agreement, word choice, articles and prepositions. As a result, the participants

received tons of laughter from the class which is known as grammar shaming.

On the causes of grammar shaming among the participants were blamed due to

their faulty grammar skills. The participants narrated being corrected once their audience,

such as their classmates and teachers, notice an error on their language when they speak,

such as during recitations and reports. In general, their grammar errors according to their

experiences were mostly on Subject-Verb agreement such as the plural forms of the noun,

use of prepositions, and verb tenses. These where participants were usually mock and

receives heavy criticisms particularly from their teachers as they were told that they must

be skilled as future English teachers. Most participants admitted that their grammar skill

were not as good as it should be but according to them it is one of their reasons why they

chose English as their major to enhance their grammar skills, have mastery, and possess

the ability to teach the English language.

Likewise, during the second interview conducted by the researchers, it revealed

that their grammar errors were not the only errors mentioned, there were also errors

committed because of poor vocabulary. This is evident as most of their answers were

sometimes incomplete in thought and they would stutter and stop for a fraction of second

as if thinking their next words. The participants‘ grammatical errors may further affect
 94

their reputation on their classes and be more prone to grammar shaming. Despite of all

their errors, they were still trying their best to express themselves while speaking in the

English language as demonstrated during the two interviews and class observations.

All in all, their errors became a catalyst for grammar shaming and had profound

impacts which were reflected on their ability to perform in their classes such as

hesitating to recite or not reciting at all due to fear of committing errors and

embarrassment. Because of these fears, some participants admitted on using notes just to

avoid errors and being shamed.

Based on the common and frequent errors committed by the participants during

speaking activities, it may be concluded that they are really prone to grammar shaming.

They committed a lot of grammar errors because they are not fully proficient with the

English language. Even though they are specializing in English, it is clear that they are

still lacking with knowledge and mastery of several grammar rules.

5. Inputs to English Language Learning

The inputs are centered on the importance of learning to give proper corrective

feedbacks among the students to avoid incidents of grammar shaming

 Students are responsible for their errors. Error correction is part of learning.

Students can acknowledge their errors and exhaust all means to improve their

English language skills.

 Self-correction is important. If the students are aware of their grammar errors,

then the students will know how to improve themselves and won‘t be dependent
 95

on peer or teacher corrections.

 Observance of proper corrective feedback is supposed to be encouraging and

motivating. Although negative feedback is inevitable, students may want to look

at the brighter side and take it as constructive criticism.

 As future English educators, being emphatic, sympathetic, and professional is

highly encouraged to boost the morale of the students. Being able to use the

English language correctly helps the learners in the school to be exempted to

grammar shaming. The subjects of grammar shaming turned out to be the ones

who failed to use the language correctly during verbal activities such as oral

presentation, reporting, and reciting. It turned out that most of the participants on

this study, experienced being grammar shamed during reporting by their

classmates.

Based on the findings of the researchers, most of the persons involved in the school

community should learn how to give proper corrective feedback to the learners of the

English language. In this manner, the participants may alter the negative reactions they

that have acquired due to the negative feedbacks that they have heard. Not only that, but

also appreciate its value.

Case analysis discovered the common grammatical errors committed by the

participants, namely Subject- Verb Agreement, Word Choice, Preposition, and Article.

This gives hint to the learners themselves on what areas should they have to improve. Just

like what Johnston (1988) stated on his article, the best way of improving ones‘

performance is to be able to have realizations about it. The presence of correct behavior
 96

within the learners, gives them the opportunity to eradicate the errors that they have

committed. Among the learners since it may serve as the information or a description

from teachers that are anticipated to improve students‘ performance as what is written on

Davies‘s article during the year 2007.

Lastly, the conduct of this study finds out the experiences of the grammar shaming

victims which led the researchers to identify its‘ causes and come up with principles that

are helpful to the participants.

Principles derived from the findings

Stated below are the generated principles based from the gathered set of data and

findings.

1. Grammar shaming should not be tolerated inside the classroom. According to the

results of the conducted research, grammar shaming has a negative impact on he

Second Language acquisition and to the language learners.

2. Give positive corrective feedback if errors are committed. It creates a positive

linguistic milieu. It motivates the learners to do better not only with their

communication skills but also with the improvement of the acquisition of the

second language.

3. Avoid grammar shaming during verbal activities especially in Reporting. This

Verbal activity gives opportunities to language learners to practice the Second

Language. This makes the reporters prone to negative criticisms.

 97

4. Grammar errors should be corrected in a positive way. By doing so, it not only

motivates the learners but will also feel uplifted to learn the second language.

This way, it will not only increase their self-esteem but also may also prevent

grammar shaming and language anxiety.

5. Motivate learners to give constructive feedback to their peers. According to the

findings of the study, most of the peers of the learners are responsible for giving

negative corrective feedback. The learners may improve their speaking skills by

getting encouragement from fellow peers instead of getting negative feedback

since both are not language experts yet.

6. Use prior grammar errors to improve L2 skills and performance in order to

prevent grammar shaming. 21st century learners should learn from their own

mistakes because teachers are there merely to supervise or facilitate the class.

Language learners are negatively impacted by Grammar shaming.

 98

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary of findings generated from the data obtained in the

research study, conclusions drawn from the presented findings, and the recommendations

presented and offered by the researchers.

Summary of Findings

1. Grammar Shaming experiences of the participantsin different verbal

activities

Case analysis showed that among the verbal activities inside the classroom, the

experiences of the participants which happened during reporting registered the highest

number of times. This was followed by recitation and oral presentations. It also showed

that nine (9) out of ten (10) participants were grammar shamed by their classmates.

2. Reactions of the participants towards their experiences

The summary of the findings showed that Grammar shaming has negative impacts

towards the victims. Although some of the participants gave positive reactions, their

negative reactions still dominated the results.

3. Grammar errors frequently committed by the participants

Based on the analysis on the participants‘ responses throughout the interview and

observation, the most frequently grammatical errors committed by the respondents were
 99

Subject-Verb Agreement and correct prepositions to use.

Inputs to English Language Learning

Based from the findings, the students are expected to be responsible for their

errors and to help themselves to improve their English skills and not just depend on the

corrections from peers and teachers. As future English eductors, the students are also

expected to observe the proper giving of feedback and correction in order to motivate the

Filipino youth who will be their future students. Thus, professional, emphatic, and

sympathetic actions are highly suggested for the future educators to practice.

Conclusions

The following conclusions were drawn based from the findings generated from the data

obtained in this case study.

1. The participants are commonly experiencing grammar shaming during one of the

verbal activities which is reporting inside the classroom generally comes from

their classmates.

2. The participants who experienced grammar shaming developed negative reaction

towards their specific experiences.

3. The most observable grammatical errors are Subject-Verb Agreement, Tenses of

Verbs, Plural abd Singular forms of words, and correct prepositions to use.

4. Oral corrective feedback shall focus on helping the students to help improve their

English grammar skill. Giving motivational and constructive feedbacks are highly

encouraged.
 100

Recommendations

The following recommendations are offered by the researchers on the basis of

the findings and conclusions of this case study.

1. The teacher may want to give more proper corrective feedback instead of just

facilitating and letting the students give comments because when it comes to

imparting knowledge, the teacher should be the source.

2. The students may be given more focus in the subject about the English grammar

in order for them to master the language. This could help review the students and

to find out their weaknesses in the areas of grammar and focus to improve them.

3. Counselling may be done to help the learners experiencing grammar shaming to

cope up. Grammar shaming can also be bullying, thus, affecting the students

negatively.

4. The College of Education may want to consider re-implementing the interview

part/session during the enrolment. By this, instructors and professors may

screen and assess the speaking skills of the English major enrollees.

5. Seminars regarding grammar shaming and how to avoid and cope up with it may

be given to the students and faculty. Not only will they benefit the faculty to be

more aware of giving proper corrective feedbacks, but it could also help

informing bothe the teachers and students about the effect of thi language

behavior. Examples are seminars on ―Grammar Shaming Awareness,‖ ―Effects of

Grammar Shaming in learning the English Language,‖ ―How to cope up with

Grammar Shaming‖ and many more. These can help in shaping the teaching

skills of future English educators to be better in giving feedback to their students.

 101

6. Due to the recently approved law, teachers can be more aware on how we give

corrective feedback to the learners. There are two ways in giving corrective

feedback: Direct feedback and Constructive Feedback. Direct feedback is when

you give the correction directly. Ex. Alright, Kim. Next time, instead of saying "I

go store yesterday" you should say, "I went to the store yesterday." yesterday,

happened in the past. Therefore, you should use the past tense of go which is

went. Constructive Feedback is when you give indirect correction to the student.

This happens when you as the teacher repeat what the student said but with the

correct sentence. Ex. Kim: I go store yesterday. Teacher: You mean you went to

the store yesterday. Kim: Ah, yes. I went to the store yesterday. This way, when

you correct your students, they will no longer feel belittled and other students

will learn as well. This will also prevent teasing in class which could lead to

teasing and worse, bullying in class with the means of grammar shaming whic

could deeply affect the learners.

7. English instructors may want to use the experiences and grammar errors of the

participants as bases of ―what‖ topics in Grammar may be taught and reviewed

inside the classroom.

8. English major students may want to expose themselves in language to be more

fluent with it and to avoid committing errors. They may watch English movies

and educational videos. They may read English books and various English

literary pieces.
 102

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 108

Appendix A

Letter to the College of Education Dean

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

Date: ______________

DR. ERWIN P. LACANLALE

Dean, College of Education

Sir:

Greetings!

We, the Fourth Year Bachelor of Secondary Education Major in English students of the College of
Education, are currently conducting the research entitled “Grammar Shaming Among College Students:
A Case Study” in partial fulfillment of the requirements for the subject EM 13: Language Research for the
semester A.Y. 2018-2019.

In line with this, may we request from your good office to allow us to gather data and distribute
questionnaires to the First Year BSEd English major students under your institution.

We hope for your favorable response regarding this humble request for our research study.

Thank you very much and God bless you.

Respectfully yours,

(Sgd.) DENMARK P. UVINIA

Group Leader

Noted by:

(Sgd.) PROF. ELIZABETH P. BALANQUIT

Adviser

(Sgd.) MARIA AGNES P. LADIA, Ed. D.

Language Research Professor

Approved:

(Sgd.) ERWIN P. LACANLALE, Ed. D.

Dean, College of Education
 109

Appendix B

Letter to the First-year Bachelor of Secondary Education Major in English

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

Date: _______________

First Year BSEd English Major

Dear Students:

Greetings!

We, undersigned Fourth Year Bachelor of Secondary Education Major in English students, are currently
conducting the research entitled “Grammar Shaming Among College Students: A Case Study” in
partial fulfillment of the requirements for the subject EM 13: Language Research for the semester A.Y.
2018-2019.

In line with this, we are humbly requesting your time to conduct our study in your section and be our
respondents.

Your full and kind participation is highly needed and will be appreciated.

The confidentiality of this information will be used for our research only and nothing will be disclosed to
public.

Respectfully yours,

(Sgd.) NICA JOY P. CALMA

(Sgd.) TRICIA E. ESCOTO

(Sgd.) REAH B. JIMENEZ

(Sgd.) ANNA GRACE E. MANABAT

(Sgd.) DENMARK P. UVINIA

Undergraduate Researchers

Noted by:

(Sgd.) PROF. ELIZABETH P. BALANQUIT

Adviser

(Sgd.) MARIA AGNES P. LADIA, Ed. D.

Language Research Professor
 110

Appendix C

Letters for the of Validation of Survey and Interview Guide Questionnaires

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

Date: _______________
Mr. Nikko L. Pacanas
Faculty Member, College of Education
This University

Dear Sir,
Greetings in the name of the Lord!
We, the undersigned Fourth Year Bachelor of Secondary Education Major in English students of the
College of Education, are currently conducting the research entitled “Grammar Shaming Among College
Students: A Case Study” in partial fulfillment of the requirements for the subject EM 13: Language
Research for the semester A.Y. 2018-2019.

In this regard, we are courteously asking for your approval for our group to seek for your help and expertise
to validate the instrument we prepared for our data gathering procedure. Attached here with are the
questionnaires for our study.
May this humble request merit your approval and understanding.
Thank you.

Respectfully yours,

(Sgd.) NICA JOY P. CALMA

(Sgd.) TRICIA E. ESCOTO

(Sgd.) REAH B. JIMENEZ

(Sgd.) ANNA GRACE E. MANABAT

(Sgd.) DENMARK P. UVINIA

Undergraduate Researchers

Noted by:
(Sgd.) PROF. ELIZABETH P. BALANQUIT
Adviser

(Sgd.) MARIA AGNES P. LADIA, Ed. D.

Language Research Professor

Approved by:
(Sgd.) Mr. Nikko L Pacanas
Faculty Member, College of Education
 111

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

Date: _______________

Mr. Herbert P. Arellano

Head Teacher I
Estipona National High School

Dear Sir,

Greetings in the name of the Lord!

We, the undersigned Fourth Year Bachelor of Secondary Education Major in English students of the
College of Education, are currently conducting the research entitled “Grammar Shaming Among College
Students: A Case Study” in partial fulfillment of the requirements for the subject EM 13: Language
Research for the semester A.Y. 2018-2019.

In this regard, we are courteously asking for your approval for our group to seek for your help and expertise
to validate the instrument we prepared for our data gathering procedure. Attached here with are the
questionnaires for our study.

May this humble request merit your approval and understanding.

Thank you.

Respectfully yours,

(Sgd.) NICA JOY P. CALMA

(Sgd.) TRICIA E. ESCOTO

(Sgd.) REAH B. JIMENEZ

(Sgd.) ANNA GRACE E. MANABAT

(Sgd.) DENMARK P. UVINIA

Undergraduate Researchers

Noted by:
(Sgd.) PROF. ELIZABETH P. BALANQUIT
Adviser

(Sgd.) MARIA AGNES P. LADIA, Ed. D.

Language Research Professor

Approved by:
(Sgd.) Herbert P. Arellano, MA. Ed.
English Head Teacher, Estipona National High School
 112

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

Date: _______________

Dr. Aida E. Espinosa

Director – Culture and Arts
Osias Colleges, Inc.

Dear Madam,

Greetings in the name of the Lord!

We, the undersigned Fourth Year Bachelor of Secondary Education Major in English students of the
College of Education, are currently conducting the research entitled “Grammar Shaming Among College
Students: A Case Study” in partial fulfillment of the requirements for the subject EM 13: Language
Research for the semester A.Y. 2018-2019.

In this regard, we are courteously asking for your approval for our group to seek for your help and expertise
to validate the instrument we prepared for our data gathering procedure. Attached here with are the
questionnaires for our study.

May this humble request merit your approval and understanding.

Thank you.

Respectfully yours,

(Sgd.) NICA JOY P. CALMA

(Sgd.) TRICIA E. ESCOTO

(Sgd.) REAH B. JIMENEZ

(Sgd.) ANNA GRACE E. MANABAT

(Sgd.) DENMARK P. UVINIA

Undergraduate Researchers

Noted by:
(Sgd.) PROF. ELIZABETH P. BALANQUIT
Adviser

(Sgd.) MARIA AGNES P. LADIA, Ed. D.

Language Research Professor

Approved by:
(Sgd.) Aida E. Espinosa, Ed. D.
Director – Culture and Arts, Osias Colleges, Inc.
 113

Appendix D
Letter of Consent of the Participants

Republic of the Philippines

TARLAC STATE UNIVERSITY
College of Education
Lucinda Campus, San Sebastian, Tarlac City

DATE: _______________

I understood that the undersigned 4th year English major students of BSEd 4-D1, currently
conducting the research entitled “Grammar Shaming Among College Students: A Case
Study,” will use the data gathered from the given questionnaires and interviews conducted. I was
informed that no information will be disclosed to the public.

I gave my consent for all the information and I am aware that my responses in the interviews are
recorded which will be used for research purposes only.

Respectfully yours,

(Sgd.) NICA JOY P. CALMA

(Sgd.) TRICIA E. ESCOTO

(Sgd.) REAH B. JIMENEZ

(Sgd.) ANNA GRACE E. MANABAT

(Sgd.) DENMARK P. UVINIA

Undergraduate Researchers

Approved by:
(Sgd.) _______________________
Participant
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Appendix E

Survey Questionnaire for First-year Bachelor of Secondary Education English

Major Students

Name: _________________________________________

Section: ________________

Instruction: Kindly put one check for your answer on each item.

1. Do your instructors strictly require you to speak in English inside the classroom?

(__) Yes (__) No

2. Is ‗English Only Policy‘ (E.O.P) included in your Classroom Rules and

Regulations?

(__) Yes (__) No

3. Do you commit grammatical errors when you are presenting your report?
(__) Yes (__) No

3.1 If yes, how frequent do you commit errors?

(__) 1- sometimes (__) 2- often (__) 3- very often

4. Do you frequently commit grammatical errors when you share your answers
during recitation?

(__) Yes (__) No

4.1 How often do you commit errors?

(__) 1- sometimes (__) 2 –often (__) 3- very often

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5. Do you receive corrective feedback whenever you commit grammatical errors?

(__) Yes (__) No
6. When you commit errors, does you teacher correct you right away?
(__) Yes (__) No
7. From whom do the corrections mostly come from?
(__) teachers (__) classmate/s
8. Are the feedbacks negative?
(__) Yes (__) No
9. Are the feedbacks given in a negative way?
(__) Yes (__) No
10. Does the feedback include mockery or insult?
(__) Yes (__) No
11. Do your teachers or classmates laugh whenever you commit grammatical errors?
(__) Yes (__) No
12. Have you experienced being insulted because of your grammatical errors?
(__) Yes (__) No
13. Are you aware that the term ‗Grammar Shaming‘ means to insult, mock, or try to
embarrass another person for making grammatical errors?
(__) Yes (__) No
14. If yes, is this happening inside your classroom?
(__) Yes (__) No
15. Do you experience this outside the classroom/ school?
(__) Yes (__) No

15.1 If yes, where do you specifically experience this?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
________________________________________________________
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Appendix F

Interview Guide

Experiences of the Participants during Verbal Activities

1. Have you experienced being corrected in an indecent way during a speaking

session in front of the class or in a large crowd?
2. How do you feel if someone checks you in an embarrassing way?
3. Are you afraid to raise your hand to tell your concern or ideas because you think
you will be embarrassed? Why?
4. Do you always use notes to guide you in your presentation because you are afraid
to talk in impromptu and commit grammar errors?
5. What do you fear most during your oral presentation or during your speech?
6. How does ‗grammar shaming‘ affect your sense of accomplishment and
confidence during oral activities?
7. How do you perceive oral presentations; Do you find it frightening or exciting?
8. Are you being intimidated by your audience whenever you speak in front of the
class & your teacher?
9. How does grammar shaming affect your confidence in speaking and reciting?
10. Do you feel demotivated and do you eventually question your abilities after
having been grammar shamed?
11. Are you scared of what others might think of you when you are committing
grammar errors?
12. How much pressure does it give you?
13. How do you handle the pressure of being ‗grammar-shamed‘?
14. What is your response to ―grammar shaming?‖
15. What is your worst ‗grammar shaming‘ experience?
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Appendix G

Interview Guide

Grammar Errors Frequently Committed

Introductory Interview question

Tell me about yourself …

________________________________________________________________________

________________________________________________________________________

_________________________

Interview Guide

(Questions)

1. Have you experienced grammar shaming during oral activities?

2. What particular oral activity?

a. Oral presentation

(follow-up questions)

b. Reporting

(follow-up questions)

c. Recitation

(follow-up questions)
 118

Appendix H

Judgement Test

Reaction of the Participants Towards

Case No. _________

I.
Instruction: Kindly put a check on the following choices. Two or more answers can be
considered)
1. From whom did you receive negative corrections in your grammar errors?
(__) teacher
(__) classmates
(__) others (please specify) _____________

II.
Instructions: Carefully read the following statements which support or best describe
your reactions after having been corrected in your grammar errors. Rate them from 1 to 3.
1 = I strongly disagree
2 = I disagree
3 = Undecided
4 = I agree
5 = I strongly agree

(___) 1. I know that I will learn from the corrections given to me.
(___) 2. I know that the corrections provided for me are necessary and helpful.
(___) 3. I hate my teacher/classmate whenever he/she corrects me while I‘m still
delivering my answer.
(___) 4. I usually get shy whenever someone corrects me orally.
(___) 5. Whenever someone checks me, I feel that I am not good.
(___) 6. I respect the corrections given to me.
 119

(___) 7. After receiving mistakes, I don‘t want to answer again.

(___) 8. I prefer to use the corrections from my teacher, the next time that I will answer.
9. Whenever I receive an oral corrective feedback, I ________? (Kindly put a check on
the following choices that you have already experienced. Two or more answers will be
considered)
(__) a. I feel angry
(__) b. I feel embarrassed
(__) c. I feel sorry for myself
(__) d. I feel happy
(__) e. I feel satisfied
(__) f. I feel bothered
(__) g. I feel unimportant
(__) h.. I feel nervous
10. My response to oral corrective feedback given to me is/are? (Kindly put a check on
the following choices that you have already experienced. Two or more answers will
be considered)

(__) a. Stop correcting me !

(__) b. You can say it to me personally or in private.
(__) c. Can you let me finish first?
(__) d. I know that I‘m not perfect, so it is okay for me.
(__) d. Thank you for the comment, I appreciate it.
(__) e. Your corrections are not helpful.
(__) f. Others (please specify)