Cross-Program Perspectives: Feedback on the College Instructors' Innovative and Technological English Teaching Effectiveness, College Students' Learning Coping Mechanisms and Academic Performance

Abstract The study aimed to analyze the relationship between the feedback given by college students on the English teaching effectiveness of BAELS instructors, their coping mechanisms for learning, and performance in academics. The research was cross-program and involved surveying questionnaires to establish the college student reaction in academic performance. It now shows that feedback, coping as well as academic performance are significantly related. Students in college were satisfied with the English teaching effectiveness of BAELS instructors who seem to implement independent learning. They manipulated coping mechanisms in shaping their academic performance that slightly angled towards active strategies where positive reappraisal, planful problem-solving, seeking social support, and acceptance of responsibility came into play at a little above average of these reactions. Passive coping mechanisms were noticeably less popular. Overall academic performance was satisfactory; most students scored highly, with very little variation between the scores, but not a significant correlation between feedback and reported coping mechanisms. Students who view their instructors as highly committed tend to achieve slightly better academic outcomes. Finally, there was no significant relationship between any of the self-reported coping mechanisms and students' academic performance, suggesting that the use of coping strategies by students to manage academic stress does not directly affect their academic outcomes.