Overview

Original Research

THE EFFECT OF FEEDBACK STYLE ON THE ENGLISH LANGUAGE OF FIFTH PRIMARY CLASS

MAHDI NADHIM BAQER 1, SUN YUEMEI 2, MA'ALY SATTAR NAMUQ 3, and MOHAMED HASAN SAMEN 4.

Vol 17, No 12 ( 2022 )   |  DOI: 10.5281/zenodo.7450349   |   Author Affiliation: School of foreign languages, Shanghai University, China; Ministry of Education, Kirkuk General Education Directorate, Iraq 1; Faculty of Modern Languages and Communication, Universiti Putra Malaysia, Malaysia 2; Department of English language, College of Art, Imam Jaafar AL-Sadiq University, Baghdad, Iraq 3; Faculty of Educational Sciences, Islamic Azad University (Isfahan Khorasgan), Iran 4.   |   Licensing: CC 4.0   |   Pg no: 800-815   |   To cite: MAHDI NADHIM BAQER, et al., (2022). THE EFFECT OF FEEDBACK STYLE ON THE ENGLISH LANGUAGE OF FIFTH PRIMARY CLASS. 17(12), 800–815. https://doi.org/10.5281/zenodo.7450349   |   Published on: 16-12-2022

Abstract

The present research investigates the effect of using two feedback styles, immediate and delayed, on the achievement of fifth primary school pupils in English. It is argued here that there are no significant statistical differences between the mean scores of the degrees of the first experimental group taught by using immediate feedback and the second experimental group taught by using delayed feedback on achievement in the English language. The study population consisted of fifth-grade male pupils at the primary stage in Kirkuk province during the academic year (2020-2021). The researcher selected the sample of the study intentionally from among male schools. The sample consisted of (59) male pupils selected from two schools and divided into two experimental groups. The first experimental group consisted of (31) pupils taught by immediate feedback. The second experimental group consisted of (28) pupils and was taught by delayed feedback. The researcher prepared an achievement test to verify the research hypothesis. To check its external validity, the researcher presented the test items to several experts in teaching English and methodology. The reliability was also ensured by using Kuder-Richardson's formula (20). The researcher used the post-test equivalent groups as an experimental design. After the treatment of the statistical data by using the statistical package for social sciences (SPSS) of the two groups, the results showed the following: There is a significant statistical difference between the mean scores of the degrees of the first experimental group, which was taught by using immediate feedback and the mean scores of the degrees of the second group which was taught by using delayed feedback in the achievement test in English in favour of the second experimental group. In light of the results, the researcher recommends that feedback should be used as a strategy both in teaching and training courses.

Keywords

Feedback Style, English Language, Fifth Primary Class, achievement, English