شبكة المعلومات العربية التربوية

Reading is a required skill that students must master. With reading, a lot of information can be obtained. Indeed, many students are still unable to read remains disconcerting, unsatisfactory, and exceed their expectations. Students are not inclined to read due to the fact that the texts are difficult to understand and vague. This case leads teachers to use some effective teaching techniques in reading comprehension classes. Therefore; the present study aims to use teacher feedback and self-evaluation of student performance in read comprehension. To achieve the objectives of the current study, two null hypotheses were adopted that demonstrate this. 1) There is no statistically significant difference between the performance of students who are taught reading comprehension by tutor feedback technique and self-assessment technique from those that are not. 2) There is no statistically significant difference between the performance of Iraqi EFL students in reading comprehension on pretest and that of the posttest. The sample of the current study amounted to 72 male and female students from the third stage in the Department of English Language.. An experiment was conducted in this study for a period of six weeks. The experiment started on October 11 and ended on January 16, 2019, and this study approved the design of (pretest - posttest). To ensure its validity and reliability, the researcher presented the test to a number of experts. The calculated results showed that there is a statistical significance in the students' performance in reading comprehension. Finally, several conclusions and some recommendations are put forward. (Published abstract)