Abstract:
This study aimed at investigating the types of written feedback used in Arabic language by kindergarten and class teachers in Jordan and its relation with their specialization and years of experience. The sample of this study consisted of (225) subjects, 139 class teachers and (86) kindergarten teachers in Irbid governorate. The findings indicated that there were significant differences at (α= .05) on the level of feedback due to specialization and the interactive between gender and years of experience. Although the findings indicated that the reinforcement feedback most frequently used by student teachers, the interpretative feedback was less used by the sample of the study. On the other hand, the findings revealed that the level of using written feedback was in general moderate. On the other hand the results showed that there were no significant differences at (α= .05) on the level of using written feedback due to years of experience.
