بازخوردهای اصلاحی

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.

The purpose of this study was to examine the effect of teachers’ corrective feedbacks on L2 Farsi learners’ reading comprehension, language learning anxiety, and attitudes towards L2 learning. Thus, 44 Persian language learners who were homogeneous in terms of proficiency and studied Farsi at the International Center for Persian Instruction to Non-Persian Speakers at Ferdowsi University were randomly selected as participants. They were assigned to the control and the experiment groups. Prior to the treatment, both groups were assessed via Dörnyei’s (2005) Attitudes and Anxiety questionnaire and Ghonsooly’s (1389) Farsi Language Proficiency Test. The participants of the experimental group were then provided with different corrective feedbacks by the teacher in the course of 15 treatment sessions. After the treatment, the post-test was administered and the students’ attitudes towards the feedbacks were also obtained through a video-recorded interview. The results of the independent samples t-test demonstrated that on the reading comprehension posttest, the participants in experimental group outperformed their counterparts in the control group. Moreover, the results confirmed the effectiveness of corrective feedback in diminishing the learners' language learning anxiety. However, the teacher’s corrective feedbacks had no significant effect on the learners' attitudes towards L2 learning. The majority of the participants believed that appropriate to the occasions, a variety of corrective feedbacks should be used to enhance the effectiveness of corrective feedbacks.