واقع استخدام معلمي التربية الإسلامية في سلطنة عمان للتغذية الراجعة التصحيحية الفورية في المناقشات الصفية

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 videotaped 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.