Using a program in e-corrective feedback to develop third year secondary graders’ oral and written skills in light of beyond constructivism

The current study aimed at investigating the use of a program in e-corrective feedback in developing third year secondary graders’ oral performance and written skills in light of beyond constructivism. The researcher conducted the study through the descriptive approach using quasi experimental procedures. Tools of the study included an academic writing test and an oral presentation test. Participants of the study consisted of two random samples of 72 students divided into two groups; the experimental and control groups. The experimental group was exposed to a program of e-corrective feedback for around three months while the control group practiced the ordinary procedures of conventional learning. The two groups were given pre-posttests in writing and oral presentation. Results of the study revealed that 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, 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, 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 and 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. A set of recommendations and suggestions for further studies has been presented.