The purpose of this study was to document teachers’ actual experiences providing corrective feedback and to discuss the teachers’ corrective feedback strategies and the difficulties they encountered while providing corrective feedback in order to develop a program for effectively teaching and providing corrective feedback to learners of a public junior high school in Cainta, Rizal using the blended distance learning modality. The study’s participants were six teachers from the school’s English Department who were interviewed individually via email using the validated interview questions. Along with direct and indirect feedback strategies, corrective feedback’s focused and unfocused strategy appeared to be the most prevalent. Metalinguistic and electronic feedback are less frequently used strategies in corrective feedback. The experiences of the participants served as a springboard for developing a proposed program for enhancing teachers’ abilities to implement corrective feedback in the new normal. According to the study’s findings, the recommendation of a training matrix for teachers’ continuous professional development is appropriate in light of the new blended distance learning mode. This program was designed for educators at all levels. The facilitator may retain complete discretion over the personalization and collaboration of training participants. The purpose of the training is to coach teacher participants on how to provide corrective feedback.
Keywords: Lived Experiences, Corrective Feedback Strategies, Challenges in Providing Corrective Feedback, Teachers Coping Mechanisms, Training Program.
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