الفهرس 
Chapter one: Statement of the problemOnly 14 pages are availabe for public view
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Abstract
The purpose of this study is to investigate the effectiveness of a suggested program on error correction in improving teachers’ techniques used for correcting EFL students’ writing errors at the secondary stage. The study hypothesized the effect of the program at three levels; performance, knowledge and beliefs. A total of 80 teachers were randomly assigned to a control group and an experimental one. The latter group studied a seven-module program which lasted for nine weeks. Data were gathered through: (a) a performance test on the secondary stage teachers’ correction techniques, (b) an analytic rubric on correction techniques, (c) an achievement test on writing error correction techniques and (d) a beliefs scale on error perceptions and correction approaches and techniques. The data were analyzed using the t-test. Results of the post-tests revealed significant differences between the two groups, favoring the experimental one. The program improved not only the number of teachers’ error correction techniques, but also the quality of these techniques. The study recommends more consideration to be given to training teachers on writing and speaking error correction techniques and following up their performance at schools.