الفهرس 
Chapter One Background of the ProblemOnly 14 pages are availabe for public view
 |  | from | 153 |  |  |
| | | from | 153 | | |
Abstract
This study aimed at investigating the effectiveness of using various types of feedback to enhance students’ writings and their motivation at the primary stage. This study adopted the quasi experimental design. The participants of the study were ninety students in the sixth year primary school. They were divided randomly into three experimental groups and one controlled group. The first one received oral conferences feedback while the second one got peer feedback. In the third group, the regular written feedback by teachers was used instruments of the study were a prepost EFL writing test and a writing rubric to assess pupils’ writing according to the identified sub-skills and a writing motivation scale. The instruction using various types of feedback was applied in the first term of academic year (2016/2017) two sessions daily, five days a week and lasted for months. The results revealed that using Oral Conferences Feedback affected students’ writing in a positive way than providing only the traditional written feedback from teachers or Peer Feedback. Oral Conferences Feedback enhanced students’ motivation to practise writing skill. It provided opportunities for pupils to negotiate the meaning and clarify teachers’ written Feedback.