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هدف البحث إلى الكشف عن فاعلية تطوير استراتيجية تعليم لنمطي التغذية الراجعة التكيفية (التصحيحية، التفسيرية) القائمة على التحليلات التعليمية ببيئة تعلم إلكتروني في تنمية تحصيل جوانب التعلم لدى الطالبات المعلمات. وللوصول لهذا الهدف قام الباحثون بإعداد قائمة تحليل محتوى للتحصيل في جوانب التعلم، والصور المبدئية والنهائية لمراحل وإجراءات الإستراتيجية، وقائمة معايير لتصميم بيئة التعلم الإلكتروني للتغذية الراجعة التكيفية (التصحيحية، التفسيرية) القائمة على التحليلات التعليمية، وتم استخدام منهج البحث التطويري الذي يتناول تحليل النظم وتطويرها من خلال نموذج الجزار (2014). تكونت عينة البحث من (126) طالبة، واستخدم الباحثون التصميم التجريبي المعروف بتصميم المجموعتين مع القياس القبلي والبعدي. وتم إجراء تجربة البحث، وتطبيق أساليب المعالجة الإحصائية المناسبة باستخدام برنامج (SPSS V.20). وتوصلت نتائج البحث إلى فاعلية استراتيجية تعليم لنمطي التغذية الراجعة التكيفية (التصحيحية، التفسيرية) القائمة على التحليلات التعليمية ببيئة تعلم إلكتروني في تنمية تحصيل جوانب التعلم لدى الطالبات المعلمات. ويوصي البحث باستخدام التغذية الراجعة التكيفية القائمة على تحليلات التعلم لتنمية التحصيل في جوانب التعلم لدى طلاب وطالبات التعليم الجامعي.

Feedback on students\" assignments can be done in many different ways. Nowadays, the growing number of students at universities has increased the burden on the instructors to give feedback on students' writings quickly and efficiently. As such, new methods of modern online automated feedback tools, such as Hemingway app and ecree, are used to assist and help instructors. Hence, this research is an explanatory study to examine the effect of using the online automated feedback on some Iraqi EFL learners\" writings at the university level. The study comprised 60 students enrolled in an English language course at the University of Anbar. They were divided randomly into two groups, experimental, and control with 30 students in each. Data were gathered through using pre and post-tests and a questionnaire. The statistical analysis of students\" responses on tests showed that there was a significant improvement of the experimental group students\" writings who received the intervention over the control group students who received the feedback traditionally. Besides, the questionnaire's data were analyzed both qualitatively and quantitatively. The obtained results also supported the findings reached from the tests and the students who were convinced and very satisfied with the online automated feedback. Therefore, in light of these results, the study highly supports the use and the integration of the online automated feedback tools to teach writing in EFL classrooms.

سلط البحث الضوء على مستوى ممارسة معلمات رياض الأطفال لأنماط التغذية الراجعة ومتطلبات نجاحها. واعتمد البحث على المنهج الوصفي التحليلي لتحقيق هدفه. وجاءت أدوات البحث متمثلة في بطاقة ملاحظة، واستمارة مقابلة، وتم تطبيقها على عينة قوامها (39) معلمة من معلمات رياض الأطفال بإدارة بني سويف التعليمية، بمحافظة بني سويف. وخلص البحث بمجموعة من النتائج منها، أن درجة ممارسات معلمات رياض الأطفال للتغذية الراجعة جاءت متوسطة، ويرجع ذلك إلى أن هؤلاء الأطفال في بداية عملية التعلم، وعدم حضور المعلمات لدورات تدريبية حول التغذية الراجعة، كما أنها لم تتلقى الإعداد الكافي في كليات التربية ورياض الأطفال حول الموضوعات المرتبطة بالتغذية الراجعة في الروضة. كما جاءت التغذية الراجعة الإعلامية والتغذية الراجعة الكمية والتغذية الراجعة التصحيحية والتغذية الراجعة التفسيرية والتغذية الراجعة الإيجابية بدرجات ممارسة متوسطة. كما لا توجد اختلافات بين المعلمة والمعلمة الأولى عند مستوى دلالة (0,01) حول ممارسة أنماط التغذية الراجعة. وقد أوصى البحث بتدريب المعلمات على تقديم التغذية الراجعة للطفل في الوقت المناسب لتثبيت الاستجابة الصحيحة. كُتب هذا المستخلص من قِبل دار المنظومة 2018

The academic achievement of secondary school students in Jordan is evaluated based on the use of feedback-based teaching. The learners are stimulated to correct their areas of weakness through constructive feedback. Therefore, this study presents an investigation of the impact of feedback-based teaching on student's academic achievement. To achieve that, the study involved a total 160 students were involved in the study from 4 randomly selected private schools in Jordan, Irbid Governorate, two English classes were selected randomly from each school. The students were divided into a control group and an experimental one. The control group received regular instruction while the experimental group was taught using feedback-based teaching, where feedback was provided by the teachers in different forms. Consequently, the analysis denotes that frequent and diverse feedback is highly constructive and improves students' achievement compared to feedback that is unstructured. It is clear that feedback has to be effectively structured to ensure that it achieves its objectives in improving students' academic achievement.

هدفت الدراسة إلى الكشف عن أثر اختلاف نمط التغذية الراجعة (فورية -مؤجلة) في الرحلات المعرفية على تنمية التحصيل لدى طلاب الصف الأول الثانوي بمقرر الحاسب الآلي. استخدمت الدراسة المنهج شبه التجريبي. وتم اختيار مجموعتين تجريبيتين من طلاب الصف الأول الثانوي بثانوية زيد بن الخطاب، المجموعة التجريبية الأولي (الرحلة المعرفية وفق التغذية الراجعة الفورية) وبلغ حجمها 16 طالبا، والأخرى المجموعة التجريبية الثانية (الرحلة المعرفية وفق التغذية الراجعة المؤجلة) وبلغ حجمها 16 طالبا، وتم استخدام اختبار تحصيلي لقياس الجوانب المعرفية المرتبطة بمقرر الحاسب الآلي لدى طلاب الصف الأول الثانوي، بالإضافة الى بطاقة ملاحظة للجوانب الأدائية المرتبطة بمقرر الحاسب الآلي لدي طلاب الصف الأول الثانوي. توصلت الدراسة إلى نتائج وهي وجود فرق ذو دلالة إحصائية بين متوسطات درجات المجموعة التجريبية الأولي (التغذية الراجعة الفورية) في القياسين القبلي والبعدي في التحصيل المعرفي المرتبط بمهارات الحاسب الآلي، وفي الأداء العملي المرتبط بمهارات الحاسب الآلي لصالح القياس البعدي، بالإضافة إلى وجود فرق ذو دلالة إحصائية بين متوسطات درجات المجموعة التجريبية الثانية (التغذية الراجعة المؤجلة) في القياسين القبلي والبعدي في التحصيل المعرفي المرتبط بمهارات الحاسب الآلي وفى الأداء العلمي المرتبط بمهارات الحاسب الآلي لصالح القياس البعدي، وعدم وجود فرق ذو دلالة إحصائية بين متوسطي درجات المجموعتين التجريبيتين في القياس البعدي للاختبار التحصيلي والأداء العملي.

360-degree feedback is the process of collecting and measuring co worker feedback from multiple sources. The descriptive objectives of this study to discussed the conceptual framework of the 360-degree feedback method, which is part of an extensive study conducted by the researcher. Objectives: presenting the concept of the feedback method, defining the objectives of the method, discussing the reasons for use, the advantages and disadvantages of the method, application requirements, and finally the conditions for the success of the feedback (360) degrees. The study adopted the descriptive analytical approach, and the method of collecting quantitative. The results showed that the objectives of the method are useful for work and career development, including self-development, leadership development, management and implementation development, identifying the training needs of employees, reducing traditional performance appraisal errors, and introducing the individual to his or her level of performance. As for the reasons that led to the use of the method, they are: the transformation of companies from hierarchical organization to horizontal organization, widening the scope of supervision, obtaining broader points of view, improving the school climate based on justice. Among the advantages are for revealing the gap between the individual's perspective in evaluating his or her performance, and the perspective of others for this performance, building training programs for employees, enhancing the orientation towards teamwork and exchanging experiences, helping to make decisions related to promotion and wage increase. As for the defects, they included: the possibility of being affected by various biases, such as the halo effect, the recency bias, the indulgence bias, in addition to the employees' reluctance to provide negative feedback even if it was honest, the delay in the feedback process, and low participation rates. The errors were limited to (13) errors that may occur when using this method. As for the requirements, they included: defining objectives, defining target individuals. Determine the method of analyzing the information, carrying out an awareness and communication campaign, and following up the implementation accurately. Among the conditions for the success of the assessment: that the feedback is done honestly in the light of specific objectives, adopt impartiality, objectivity, scientific and professional properly. Focus on the performance, not the person. Taking into account the feelings of workers when providing negative feedback. It should be comprehensive and provide positive and negative feedback. Share external sources.

This research investigates the effectiveness of direct and indirect written corrective feed-back (CF) on the grammatical accuracy of Lebanese EFL grade 7 learners. The study used a mixedmethods approach, combining a quasi-experiment with Think-Aloud Protocols (TAPs). The quasi-experimental design involved three groups: a control group and two experimental groups (direct and indirect CF). Students were given a pre-test to assess their initial language proficiency. After receiving instruction on the target linguistic structures (comparative and prepositions of space), students completed a writing task and received either direct or indirect CF. A post-test was administered to measure short-term learning, and a delayed post-test was given 15 weeks later to assess long-term retention. The quantitative results showed that both direct and indirect CF improved students' grammatical accuracy during revision. However, direct CF had a more significant impact on short-term learning. Interestingly, the indirect CF group outperformed the direct CF group in the immediate post-test for the comparative structure, suggesting that deeper processing of feedback might be more beneficial. The qualitative data from the TAPs revealed that both groups engaged in similar levels of repair with understanding. However, the study highlights the importance of considering individual factors, such as error type and learner proficiency, when implementing WCF. In conclusion, the research provides valuable insights into the effectiveness of different WCF strategies and the factors that influence their impact on language learning. It emphasizes the importance of tailoring feedback to the specific needs of learners and considering the cognitive processes involved in error correction.

The aim of the current study was to assess the effect of different types of feedback on developing serves' skill in volleyball. The researcher used the experimental approach. The study sample consisted of the male students enrolling in the course of volleyball(1) in the second semester for the academic year 2015/2016 with a total of (24) students who were distributed to the experimental group and the corrective group with(12) students in each group. The study results showed that there are statistically significant differences between the pre and post tests for the skills of (under hand serving, overhand serving and jump serving) among the students of the experimental group which used the corrective feedback in favor of the post tests. there are statistically significant differences in the accuracy of performing the different serve skills between the pre and post test measurements in favor of the post tests for the corrective group that used the imagery feedback. There are statistically significant differences for the different test measurements regarding the measurements of the post test for the experimental and corrective groups in favor of the experimental group. The researcher recommended about the necessity of using the types of feedback that are used in this study in order to raise the level of skilled performance among the students, particularly the corrective feedback when learning the skill of serving in volleyball.

This study aims to investigate Saudi female English as a foreign language (EFL) learners' preference of five types of teachers' oral corrective feedback (OCF), mainly explicit correction, recast, clarification request, elicitation, and repetition. It also investigates the reasons behind those preferences, and whether there is an association between the learners' preferences and their cognitive styles (CS). The researchers collected data from 164 level 5 and 6 college students with the aid of two questionnaires and cognitive style tests. The results show that recast and explicit correction are the most preferred types of OCF by both field-independent and field-dependent learners. The results also show that the given reasons for the preferences reflect the learners' concerns about their psychological status. Furthermore, it was found that while there is a significant association between the participants' cognitive styles and their preferences for recast and repetition, there is no association between the cognitive styles and their preference for explicit correction, elicitation, and clarification request. It is recommended that EFL teachers should be aware of the learners' preferences for one type of OCF over another, the impact of OCF types on the positive classroom environment, and the possible impact of cognitive styles on those preferences.