Feedback Sensitivity: It's Impact on the Oral Communication Competence among the Senior High School Students

Abstract

This study aimed to determine the relationship between feedback sensitivity and oral communication competence among Grade 11 Senior High School students of Los Amigos National High School, Davao City, during the school year 2025--2026. Using a descriptive-correlational research design, it examined how students perceived criticism from teachers and peers and how these perceptions influenced their oral communication performance. A total of 170 respondents were selected through stratified sampling across various academic strands, and data were collected using a modified version of Leary's (1983) Fear of Negative Evaluation Scale and an oral communication performance rubric, analyzed through mean, standard deviation, and Pearson's r. Findings revealed that students perceived criticism from teachers to be moderately high (x̄  = 3.50), while criticism from peers was rated moderate (x̄  = 3.38), and their overall oral communication competence was satisfactory (x̄  = 3.36). Significant negative correlations were found between perceived criticism from teachers (r = -0.42, p = 0.001) and peers (r = -0.36, p = 0.002) and oral communication competence, indicating that greater sensitivity to criticism corresponds to lower levels of oral performance. These results emphasize the strong influence of emotional and psychological factors in language learning; when students interpret feedback as harsh or discouraging, their confidence, motivation, and willingness to participate decrease, hindering fluency and expressiveness. The study therefore recommends promoting constructive, balanced, and supportive feedback practices and strengthening teacher-student communication to foster a positive, respectful, and encouraging classroom environment that minimizes anxiety and helps students develop stronger oral communication skills.