Main description (English)

This research aims to reveal the effect of using feedback on developing spelling skills among female students enrolled in the Administrative Sciences Diploma program at Academic institution. A quasi-experimental method was used (a two-group pretest and posttest design was used, one experimental group and one control group). For this study, the researcher prepared a list of the necessary spelling skills for female students at the university level. The researcher created a test based on these skills and was given to the two groups (a total of 66 students) before and after the experiment. The mechanism of the experiment was to use immediate corrective, interpretive, and reinforcement feedback during activities and after solving worksheets, and delayed feedback after tests and assignments. The results revealed that there were statistically significant differences between the average scores of the experimental group and the control group in the post-application of the spelling skills test. The experimental group scored significantly higher than the control group. As a result, the research findings emphasize how important it is for faculty members to use feedback, especially in teaching Arabic language skills. The findings also indicate the necessity of including information about feedback, its definition, its importance, and its types in all teaching methods and evaluation curricula. The research findings also suggest conducting more research on the impact of using feedback on other Arabic language skills and to measure the extent to which Arabic language teachers use feedback in their classrooms.