The effect of teachers' corrective feedback (written, verbal, effort-oriented and ability-oriented) on changing the level ofexpression of high school students

The main purpose of this study was to investigate the effect of teachers' corrective feedback (written, verbal, effort-oriented and ability-oriented) on changing the level of expression of high school students in Tehran. This was a quasi-experimental study in which a pre-test-post-test design with a control group was used. The sample consisted of ۴۰ subjects who were selected from among high school female students in Tehran by multi-stage cluster random sampling method and randomly assigned to experimental groups (receiving feedback based on Butler and Wayne model) and control. In the intervention phase, the experimental group received feedback for ۱۰ weeks after Butler and Wayne model developmental evaluations, and the control group traditionally received feedback. During this period, the control group did not receive any intervention. To express the data, a questionnaire of assertiveness was used in the pre-test and post-test stages for both experimental and control groups. Research data were analyzed by multivariate analysis of covariance. Data analysis was performed using software (SPSS.۲۱). The results of analysis of covariance showed a significant difference between the two groups. The results showed that the level of expression of the experimental group was significantly increased compared to the control group. Therefore, it can be said that providing feedback based on the Butler and Wayne model can be effective, and if teachers use this model to provide feedback after formative evaluations, they can increase the level of student expression. Increase significantly.

کلیدواژه ها:

Corrective feedback ، formative evaluation ، assertiveness