ﻲﻓﻲﺳﺍﺭﺪﻟﺍﻞﻴﺼﺤﺘﻟﺍﻰﻠﻋﺔﻌﺟﺍﺮﻟﺍﺔﻳﺬﻐﺘﻟﺍﻭﺰﻳﺰﻌﺘﻟﺍﻡﺍﺪﺨﺘﺳﺍﺮﺛﺃﺔﻧﺭﺎﻘﻣﻙﻮﻜﻧﺍﺩﺔﻌﻣﺎﺠﺑﺔﻴﻧﺎﺜﻟﺍﺔﻨﺴﻟﺍﺏﻼﻃﻯﺪﻟﺔﺑﺎﺘﻜﻟﺍﺕﺍﺭﺎﻬﻣ

ﺔﻳﺬﻐﺘﻟﺍﻭ ﺰﻳﺰﻌﺘﻟﺍ ﻲﺑﻮﻠﺳﺍ ﺮﻴﺛﺄﺗ ﻯﺪﻣ ﻰﻠﻋ ﻑﺮﻌﺘﻟﺍ ﻰﻟﺇ ﺚﺤﺒﻟﺍ ﺍﺬﻫ ﻑﺪﻫ ﺔﻴﻧﺎﺜﻟﺍ ﺔﻨﺴﻟﺍ ﺏﻼ ﻃ ﻯﺪﻟ ﺔﺑﺎﺘﻜﻟﺍ ﺓﺩﺎﻣ ﻲﻓ ﻲﺳﺍﺭﺪﻟﺍ ﻞﻴﺼﺤﺘﻟﺍ ﻰﻠﻋ ﻪﻌﺟﺍﺮﻟﺍ ﻙﻮﻜﻧﺍﺩ ﺔﻌﻣﺎﺠﺑ . ﺔﻨﻴﻋ ﻰﻠﻋ ﻦﻴﺑﻮﻠﺳﻻ ﺍ ﻦﻣ ﻼﻛ ﻖﻴﺒﻄﺘﺑ ﺚﺣﺎﺒﻟﺍ ﻡﺎﻗ ﺪﻘﻓ ﻑﺪﻬﻟﺍ ﺍﺬﻫ ﻖﻴﻘﺤﺘﻟﻭ ﺙﻼﺛ ﻰﻟﺍ ﺎﻬﻤﻴﺴﻘﺘﺑ ﺚﺣﺎﺒﻟﺍ ﻡﺎﻗ ﻢﺛ ﺎﻴﺋﺍﻮﺸﻋ ﺎﻫﺭﺎﺘﺧﺍ ﺏﻼ ﻄﻟﺍ ﻦﻣ ﺔﻴﻧﺎﺛ ﺔﻴﺒﻳﺮﺠﺗﻭ ﺰﻳﺰﻌﺘﻟﺍ ﺏﻮﻠﺳﺍ ﺎﻬﻌﻣ ﻡﺪﺨﺘﺳﺍ ﻰﻟﻭﺍ ﺔﻴﺒﻳﺮﺠﺗ : ﺕﺎﻋﻮﻤﺠﻣ ﺔﻄﺑﺎﺿ ﺔﺜﻟﺎﺛ ﻪﻋﻮﻤﺠﻣﻭ ﺔﻌﺟﺍﺮﻟﺍ ﺔﻳﺬﻐﺘﻟﺍ ﺏﻮﻠﺳﺍ ﺎﻬﻌﻣ ﻡﺪﺨﺘﺳﺍ ﺾﻌﺑ ﻡﺍﺪﺨﺘﺳﺍ ﻖﻳﺮﻃ ﻦﻋ ﻩﺪﺣ ﻰﻠﻋ ﻦﻴﺘﻋﻮﻤﺠﻣ ﻞﻛ ﻦﻴﺑ ﺕﺎﻧﺭﺎﻘﻣ ﻯﺮﺟﺃ ﻢﺛ ﻰﻟﺎﺘﻟﺍ ﻰﻟﺍ ﺞﺋﺎﺘﻨﻟﺍ ﺖﺼﻠﺧﻭ ﺔﻴﺋﺎﺼﺣﻹ ﺍ ﺐﻴﻟﺎﺳﻻﺍ : 1 / ﻰﻟﻭﻻ ﺍ ﺔﻴﺒﻳﺮﺠﺘﻟﺍ ﻪﻋﻮﻤﺠﻤﻟﺍ ﺢﻟﺎﺼﻟ ﺔﻴﺋﺎﺼﺣﺇ ﺔﻟﻻ ﺩ ﺕﺍﺫ ﻕﻭﺮﻓ ﺩﻮﺟﻭ ﺔﻋﻮﻤﺠﻤﻟﺍ ﺏﺎﺴﺣ

The aim of this study is to find out impact of the enhance and feedback 0 n academic achievement in written expression of students of middle east department (second grade) at the university of Dankook. To this aim the researcher applied both modes on a sample of students chosen randomly and then divided into three groups first experimental group used enhance with second experimental group used feedback with and third control group. Then conducted comparisons between groups separately by used some statistical techniques the following results were found :1 / There are statistically significant differences between the control group and the first experimental group in favor of the group where the researcher used enhance 2 / There are statistically significant differences between the control group and the second experimental group in favor of the group where the researcher used feedback 3 / There are statistically significant differences between the the first experimental group and second experimental group in favor of the second group where the researcher used feedback.