الفهرس 
BACKGROUND & PROPLEMOnly 14 pages are availabe for public view
 |  | from | 354 |  |  |
| | | from | 354 | | |
Abstract
CHAPTER V
SUMMARY, CONCLUSIONS &
RECOMMENDATIONS
CHAPTER V
Summary, Conclusions, and Recommendations
In this chapter, the researcher includes a summary of the study problem, purpose, research questions, instruments, and participants. It also explores the study potential teaching implications as well as the problems that the researcher faced. Moreover, the researcher would present the overall findings of the research and arrive at a concise conclusion of the research. Moreover, recommendations and suggestions for further research that could be done in this area of research; i.e., e-corrective feedback, speaking and writing skills and beyond constructivism would be referred to as well as challenges of this research will be described. Generally, this chapter is a detailed abstract of the research.
5.1 Summary
It has been clear that teachers, as well as students, needed to identify and manipulate the comprehensive knowledge and applications of e-corrective feedback and thus its effect in improving their English Language productivity and exposure in oral and written skills. More important, studies conducted in e-feedback and corrective feedback are still incompetent to manifest the overall effectiveness of e-corrective feedback in developing oral and written skills as they represent students’ productivity and exposure.
The problem of the current study was stated in the following questions:
1. How could the effect of using a program in e-corrective feedback be in developing secondary graders’ oral skills?
2. How could the effect of using a program in e-corrective feedback be in developing secondary graders’ oral sub skills?
3. How could the effect of using a program in e-corrective feedback be in developing secondary graders’ written skills?
4. How could the effect of using a program in e-corrective feedback be in developing secondary graders’ written sub skills?
In consequence, the current study was conducted to investigate the following:
1. The effectiveness of using a program based on e-corrective feedback in developing secondary graders’ oral skills.
2. The effectiveness of using a program based on e-corrective feedback in developing secondary graders’ oral sub skills
3. The effectiveness of using a program based on classroom e-corrective feedback in developing secondary graders’ written skills.
4. The effectiveness of using a program based on classroom e-corrective feedback in developing secondary graders’ written sub skills.
Further, the study was conducted to find clear answers for the following questions:
1. The effectiveness of using a program based on e-corrective feedback in developing secondary graders’ oral skills.
2. The effectiveness of using a program based on e-corrective feedback in developing secondary graders’ oral sub skills.
3. The effectiveness of using a program based on classroom e-corrective feedback in developing secondary graders’ written skills.
4. The effectiveness of using a program based on classroom e-corrective feedback in developing secondary graders’ written sub skills.
In order for the study to answer the above questions, the following instruments were used:
1. A writing test (Prepared by the researcher) provided with a rubric or a marking scheme to investigate the effect e-corrective feedback has on third year secondary students’ writing and sub skills.
2. An Oral Presentation test (Prepared by the researcher) provided with a rubric or a marking scheme to investigate the effect e-corrective feedback has on third year secondary students’ speaking and sub skills.
5.2 Results of the Study
The study came up with the following results:
1. The mean scores of the control group and experimental group in the writing skills as a whole are statistically significant different, in favor of the experimental group.
2. The mean scores of the control group and experimental group in each writing sub-skill are statistically significant different, in favor of the experimental group.
3. The mean scores of the control group and experimental group in speaking skills as a whole are statistically significant different, in favor of the experimental group.
4. The mean scores of the control group and experimental group in each speaking sub-skill are statistically significant different, in favor of the experimental group.
5.3 Limitations
The researcher encountered some challenges during administering the program and he tried to come up with solutions to them.
• In order for the researcher to overcome the issue of students’ lack of aptitude, he held some short sessions with students and teachers which helped both of them to develop a positive attitude towards continuous development.
• The prevalence of a state of frustration among students where they were forced to join classes that do not challenge their skills or against their academic future. In order for the researcher to address this issue, he utilized the trendiest online applications which attract students’ attention and are applicable to them since all the applications are available on mobile phones.
• The unavailability of developed practical and realistic plans that fit students’ required needs; to solve this problem, the researcher prepared a well-planned program including the frame, tools, activities, resources and assessment procedures.
• Identifying that e-corrective feedback is based on interactive and participatory approaches between teachers and students, the researcher could hold sessions to other teachers where he works in order to cater for their needs.
1.4 Conclusions
Based on the study results, it can be concluded that:
• The program of e-corrective feedback proved to be fruitful in terms of developing third year secondary students’ writing skills.
• The program of e-corrective feedback proved to be fruitful in terms of developing third year secondary students’ sub writing skills; task focus, accuracy appropriateness and organization.
• The program of e-corrective feedback proved to be fruitful in terms of developing third year secondary students’ speaking skills.
• The program of e-corrective feedback proved to be fruitful in terms of developing third year secondary students’ speaking sub skills represented in oral presentation skills; i.e., task focus, content and lexical range, accuracy, organization, elocution as well as personal appearance.
5.5 Pedagogical Implications
The following reasons summarize the importance of e-corrective feedback program implemented in the study:
• For teachers, the current program was an addition to the considerable number of programs conducted in the area of e-feedback and corrective feedback. So, teachers can incorporate e-corrective feedback in their practices.
• The program addressed e-feedback in addition to corrective feedback through combining them together in an online program.
• For students, the program dealt with two productive skills; speaking and writing where they are required to show a great regard of synthetic sub skills and utterances.
• The current program tried to uncover the real meaning of e-corrective feedback through adding insightful background, applications as well as suggestions.
• For curriculum designers, the e-corrective feedback program can help teachers and students had access to identify the real meaning and significance of e-corrective feedback and rather, identify the effectiveness of feedback and recent applications where social media premises were used effectively.
• The field of feedback in general and e-corrective feedback in particular is an indispensable part of assessment. In turn, applying and activating e-corrective feedback through a program would be an asset for students’ development and promotion.
• The program conducted standardized tests and rubrics (marking schemes) to investigate the effectiveness of e-corrective feedback in developing third year secondary students’ oral and written skills.
• Accurate results and interpretations were obtained. Thus, the analysis and discussions of results were of help to the teaching field in general and feedback in particular; thence, scientific research and researchers found it fruitful to learn about the findings and insights of this study.
5.6 Recommendations
In light of the findings and conclusions drawn, the study recommends the following:
1. Incorporating artificial intelligence applications in learning curricula.
2. The concept of e-corrective feedback should be introduced to EFL teachers at teaching practice sharing public schools in order to assess student teachers’ performance in terms of feedback perspectives and then should be applied to other private schools.
3. E-corrective feedback tools; such as, interview, questionnaires, portfolios, teachers’ files, students’ files, diaries, field notes, audio and video tapes, photos, memos, focus groups, anecdotal record, checklists, journals, logs of meetings, case studies, surveys, records, tests, reports cards, attendance, self-assessment, samples of students’ work, projects, performances and online notes should be taught to students.
4. Pre-service, in-service teachers, head teachers, inspectors and supervisors should be encouraged to utilize the results and comments of e-corrective feedback during their tasks whether at schools or with their partners; teachers for example.
5. In-service teachers should be encouraged to be engaged in mutual visits using e-corrective feedback tools in order to identify how it appropriately and effectively works.
6. Providing the immediate and constructive e- feedback is a very essential part of teaching where it should be considered and developed. E-corrective feedback provides a vast number of vehicles through which feedback can be provided effectively and appropriately.
5.7 Suggestions for Further Research:
Further researchers should consider the following suggestions for further research:
1. Incorporating Artificial intelligence applications in teaching/ learning.
2. Further research can look for ways to relate e-corrective feedback to students at intermediate and primary schools in an attempt to develop their language skills or sub skills.
3. Further research can look for other techniques of e-corrective feedback such as peers’ reports and parents’ feedback as well as blended feedback.
4. Further research can look for ways to relate e-corrective feedback to action research, social media and the use of the most recent application.
5. Further research can conduct courses of e-corrective feedback and reflective teaching on different groups of students and for different purposes.