الفهرس 
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Abstract
The present study aimed at identifying the learning styles of the EFL
students, measuring the effect of these learning styles-based activities on
performing the sub-processes of composing a coherent paragraph via presenting
some activities based on Kolb’s Inventory of Learning Styles. The participants of
the study, (N. 100), were first year, EFL students, Faculty of Education, Zagazig
University. Data were collected by admenistring Kolb’s Inventory of Learning
Styles to these participants in order to specify their styles, and the writing
performance test besides the beliefs scales to conclude their perceptions about
teaching writing. The study adopted the quasi-experimental design of
experimental- control pre-post exposures to the study tools. Findings indicated
that there is a statistically significant difference between the mean scores of the
experimental group on the pre and post administrations of the writing
performance test, favoring the post results. There is a statistically significant
difference between the mean scores of the experimental group on the pre and
post administrations of the scales for beliefs related to writing instruction,
favoring the post results. There is a statistically significant difference between
the mean scores of the experimental group and that of the control group on the
post administration of the writing performance test, favoring the experimental
group post results. There is a statistically significant difference between the
mean scores of the experimental group and that of the control group on the post
administrations of the scale for beliefs related to writing instruction, favoring the
experimental group post results. The study concluded the effectiveness of using
learning styles based activities in enhancing writing performance and changing
positively beliefs related to writing instruction. It recommended utilizing
learning styles in teaching language skills in general and particularly writing.
Key Words : Learning Styles / linguistic Activities / Writing Performance /.