University of Bahrain
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Use of Immediate Corrective Feedback in Classroom Discussions by Islamic Education Teachers

Show simple item record Dr. Al-Ayasrah, Mohammad A. Al-Shabibi, Thurayya S. 2018-08-02T06:13:06Z 2018-08-02T06:13:06Z 2012
dc.identifier.issn 1726-3678
dc.description.abstract The present study aimed at investigating Islamic Education teachers’ use of immediate corrective feedback in classroom discussions. The sample of the study consisted of 36 male and female teachers. Each was video-taped teaching two lessons. An observation scheme comprising types of corrective feedback according to Lyster and Ranta’s (1997) model was used in this study. The following are the main findings of the study: The most commonly used type of corrective feedback in classroom discussion is implicit correction. Eliciting correct answer from students was the most effective in enhancing students understanding. There is a statistically significant difference in the use of corrective feedback types that can be attributed to lesson type in all corrective feedback except types for clarification checks in all recitation lessons. A number of recommendations were made. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Type of feedback
dc.subject immediate corrective feedback
dc.subject classroom discussions
dc.subject Islamic education teachers
dc.title Use of Immediate Corrective Feedback in Classroom Discussions by Islamic Education Teachers en_US
dc.type Article en_US
dc.volume 13
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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