الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص The present study problem aimed at developing SCCOtldar)’ stage students’ writing performance throi gil using some metacognitlve strategies. A matrix of writing pcrf-orma.ncc skills was•• devt’.opoo. A list of the writing performance skills required. for lh~ secondary stage students was .rcparcd. A questionnaire was developed so as, to define the important topics he students liked to write about, Two tests were prepared to measure Writing~erfOrmilnCC skills (expressive and {lHlelional).’ The suggested program for es Oincing the students’ vvriling performance ll’lro~’gh using rome meracogntnon 51’a1cgieswas designed. Arabic language teachers’ manual was developed. The ~wo writing performance tests, as well M writin’g processes rating rubric were Jdlnillistered as a pre-apl licatlon and as a post- appllcarlon. The statistical tr~tf.llcnt was carried our, the findings were i~terprctcd and the recommend tions were suggested, The present study revealed that the suggested pr sram was effective in developing the second year seconda,ry stage students expressive writing, the skills of each one of the three writ:iog orccesses (plann l1Ig,writing, revision), the processes and skills 9f letter writing, the processes ,nod skills ·of rilling-in forms, the processes and skills of summarization, and finally, the students’ awareness of the thr’ee ~~ril’ing processes. Based on thes results, the recoil rncndations were suggested. The following are some oftllem: 1- Writing skiliis currlculurn should start from the prjrna stage and continues to the secondary stage. 2- Objective assessment tools should be provided lin orderfo score the students’ writings accuratelv and objectively. 3- Training courses for Arabic language teaohers and supervisors should be held to train them on the lise of metacognltlv strategies in teaching writing performance skills. |