The effect of teachers' corrective feedback (written, verbal, effort-oriented and ability-oriented) on changing the level of self-expression, connection with the school and perception of the educational environment in the Arabic lesson of the Qur'an for first secondary students

Document Type : Original Article

10.48310/alle.2025.4011

Abstract

The main purpose of this research is to investigate the effect of teachers' corrective feedback (written, verbal, effort-oriented, ability-oriented) on changing the level of self-expression, connection with the school and perception of the educational environment of the first secondary level students in the Arabic language. was This research was semi-experimental in which a pre-test-post-test design was used with a control group. The sample of the research was 40 subjects who were selected from among the male students of the first secondary level of Noor city province by a multi-stage cluster random method and were randomly selected into experimental groups (receiving feedback based on the Butler and Wein model) and They were appointed witnesses. In the intervention phase, the experimental group received feedback for 10 weeks after formative evaluations, based on the Butler and Wayne model, and the control group received traditional feedback. The research data were analyzed by multivariate covariance analysis. Data analysis was done with the help of software (SPSS.21). The findings indicated that the level of self-expression, connection with the school, and perception of the educational environment of the experimental group in the Arabic lesson of the Qur'an had increased significantly compared to the control group. Therefore, it can be said that providing feedback based on Butler and Wayne's model can be effective in Arabic lessons, and if teachers use this model to provide feedback after formative evaluations, they can increase the level of self-expression, connection to significantly increase students' perception of the educational environment with the school.

Keywords

Journal of Research in Arabic Language and Literature Education
Volume 6, Issue 2
February 2025
Pages 130-149

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