Browsing by Author "Alharbi, Adel"

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أثر التغذية الراجعة المباشرة على تنمية مهارة القراءة ودافعية الطلاب للتعلم في مقرر اللغة الإنجليزية للصف الثالث المتوسط
(Saudi Digital Library, 2025) Alharbi, Adel; العبيكي, وليد بن إبراهيم
The Effect of Direct Feedback on Developing Reading Skill and Students' Motivation to Learn the English Language Curricula for the Third Intermediate Grade. Abstract The study aimed to identify the effect of direct feedback on the development of reading skills and motivation to learn among third-grade middle school students. To achieve this, the researcher used the experimental method with an experimental design based on two groups. The researcher prepared an observation card to measure students’ reading skills, which included letter and word recognition skills, pronunciation skills, reading comprehension skills, reading, scanning and browsing skills, and a learning motivation scale to measure students’ motivation to learn English. The tools were applied to a sample of (40) third-grade middle school students at Abu Firas Al-Hamdani School in Al-Mahalani in Uqlat Al-Suqur. The study concluded that using direct feedback is effective in developing reading skills among third-year middle school students, and developing motivation to learn English among third-year middle school students. The results showed that there were statistically significant differences at a significance level of 0.01 between the average scores of students in the experimental and control groups in the post-application of the reading skills observation card with regard to the total score and main skills, and the differences were in favor of the students in the experimental group. The effect size was large, as the d value in the case of the total score of the observation card was 2.238, and there were statistically significant differences at a significance level of 0.01 between the average scores of students in the experimental and control groups in the post-application of the motivation scale to learn English, and the differences were in favor of the students in the experimental group. The effect size was large, as the d value was 2.458. In light of the study’s recommendations, a number of the most important of which are the need to train English language teachers to employ feedback in teaching, the need to motivate students to review themselves and benefit from their mistakes in improving their educational level, and the need to use direct feedback in different and varied ways to meet students’ needs, such as using various methods of feedback: such as oral, written, or digital feedback, to suit the different learning styles of students. Keywords: Feedback, Reading skill, Motivation.
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