الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
The present study aimed at developing the necessary argumentative writing skills and reflective thinking for Egyptian EFL second year secondary school students, through the use of a proposed program based on Freirean pedagogy. The study adopted the quasi-experimental pre-post test control /experimental group design. The participants consisted of 68 students from Sohag Public Secondary School for Girls in Sohag Governorate. Students of the experimental group received training through the proposed program based on Freirean pedagogy while students in the control group received regular instruction. Tools of the study included: argumentative writing skills checklist, a pre-/post-argumentative writing skills test, a reflective thinking questionnaire. The study results revealed statistically significant differences at 0.01 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall argumentative writing skills as well as in each argumentative writing skill. There were also statistically significant differences at 0.01 level between the mean scores of the experimental group in the pre-administration and post-administration of the reflective thinking questionnaire in favor of the post-administration.