The effect of corrective feedback from female teachers on formative assessments: educational resilience, educational belongingness, and academic procrastination in an English language course

The primary aim of this research was to scrutinize the impact of corrective feedback (CF) on formative assessments(FA) on the level of educational resilience (ER), educational belongingness (EB), and academic procrastination(AP) of third-grade high school students in Zanajn. This research was quasi-experimental, using a pre-test and post-test design with a control group. Three questionnaires were administered to compile data: The ER questionnaire (Samuels), the EB scale (Henderson et al.,), and the AP questionnaire (Solomon & Ratblum). The experimental group underwent seven sessions of corrective feedback (written and verbal) on formative assessments. The statistical population of this research consists of all-female high school students in Zanjan, in the academic year (2021-2022). Multi-stage cluster sampling method was applied to choose sample participants of this population. These classes included a total of 300 female students (150 students in each group). The research data were analyzed by univariate covariance. The covariance analysis results displayed a significant difference between the two groups. The outcomes demonstrated that the experimental group's ER and EB levels increased significantly compared to the control group, and students' AP was reduced. Therefore, if teachers use Butler and Winne's (1995) corrective feedback(CF) model to provide feedback after formative assessments(FA), they can increase ER and EB and reduce AP. This research has implications for teachers, educators, and school counselors and can use its results to improve student progress.