الفهرس 
Background and Problem
Design of the studyOnly 14 pages are availabe for public view
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Abstract
There is an urgent need to address students’ poor performance in
English language productive skills (speaking and writing) using a nontraditional approach. Therefore this study is an attempt to determine the
effectiveness of a suggested program based on standards on developing
speaking and writing skills of EFL students at the secondary stage through
seeking an answer to the following main question:
What is the effectiveness of a suggested program based on standards in
developing EFL secondary stage students’ speaking and writing skills?
Four sub-questions were derived from the above main question:
1. What is the effect of a suggested program based on standards in
developing EFL secondary stage students’ speaking skills?
2. What is the effect of a suggested program based on standards in
developing EFL secondary stage students’ writing skills?
3. To what extent is the use of rubrics effective in enhancing secondary
stage students‘ self-assessment?
4. To what extent are students satisfied with the proposed program?
The participants of the study were seventy two first year secondary
students (36 students in the experimental group and 36 students in the
control group) enrolled in El-Mostakbal Integrated Experimental School in
El-Mokattam, Cairo in the school year 2015-2016. To verify the
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hypotheses of this study, the proposed program designed by the researcher
was carried on the experimental group.
To answer the questions of this study, the researcher reviewed
previous studies and the related literature. The results showed that using
rubrics both for teaching and assessment should be explored and led by
educators and teachers who feel that the traditional way of teaching and
assessing the speaking and writing skills in Egypt does not meet their needs
or those of their students. As a result, the program of the present study was
designed by the researcher and applied on the experimental group in the
first term of the academic school year 2015/ 2016. A Pre- post SST and
SWT were administered to both the control and the experimental group to
determine to what extent the use of the proposed program is effective in
enhancing the experimental group speaking and writing skills. In addition,
a pre post SSAQ was administered to the two groups in order to decide to
what extent the use of the proposed program is effective in enhancing the
experimental group self-assessment.
Results were statistically significant for the post administration of
the SST, the SWT and the SSAQ in favor of the experimental group. This
indicates that the proposed program was effective in enhancing students‘
speaking and writing skills and their self-assessment as well. Finally, a
PSQ was used to determine whether students are satisfied with the use of
rubrics. The results showed a degree of satisfaction among students after
using the program except for the item concerning the duration of the
program as the students revealed their desires to expand it to be one
academic school year not just one term especially with regard to the part
devoted for the speaking skill.