Exploring the Lived Experiences of Students Affected by Grammar Policing: A Phenomenological Inquiry

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{"abstract":"In the context of language learning and everyday communication, the phenomenon of \"Grammar Policing\"—when others harshly correct someone due to grammatical errors—has led to various psychological and social effects, specifically on students. This study aimed to explore the lived experiences of senior high school students who have been targets of such linguistic criticism because of their English language skills. Understanding their experiences can offer insight into the cognitive, emotional, and social impacts of linguistic judgment. This qualitative study employed a descriptive phenomenological design to examine the experiences, challenges, and coping mechanisms of six (6) senior high school students from Bambad National High School during the school year 2023–2024. Participants were selected and engaged in semi-structured interviews. Colaizzi's (1978) Method of Analysis was used to extract significant themes from the narratives. The analysis yielded eight (8) emergent themes that uncover the participants' experiences from grammar policing: Acts of Linguistic Criticism, Preclusion of Social Conflicts, Uncontrollable Psychological Consequences, Indisputable Benefits, Acts of Acceptance, Irresistible Social Denials, Undeniable Effusive Responses, and Acts of Adaptability. These experiences reflect the inevitable impacts of linguistic criticism on students' communication behavior and self-perception. The findings suggest that encounters with grammar policing significantly affect students across cognitive, affective, and social domains. While some students perceived constructive feedback as beneficial, others experienced emotional distress, social withdrawal, or adapted defensively. These outcomes underscore the need for more empathetic and culturally aware approaches to language correction within educational and social contexts. To mitigate the negative effects of language criticism, the study recommends the implementation of school-based programs that raise awareness on sociolinguistics, provide appropriate language feedback, and promote respectful communication practices. Such initiatives can empower students to navigate language criticism constructively and build resilience in linguistically diverse environments.","abstract_source":"original","authors":["Mayleen Tresbe"],"date":"2025-08-26","doi":"10.70838/pemj.450910","id":6250,"issue":9,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"a6d4e92e3d9fe25e33c95de32c9e73d01d805e40a0a152288b2e9d0ced604755","schema":"scimatic-article/1","title":"Exploring the Lived Experiences of Students Affected by Grammar Policing: A Phenomenological Inquiry","volume":45}

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