الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
The aim of the present study was to investigate the effectiveness of a strategy based on transformative
learning in developing EFL critical refection and reflective writing skills of secondary stage students.
The problem of this study lies in second year secondary stage EFL students’ poor level in critical
reflection thinking and reflective writing skills. The study adopted the quasi – experimental design. The
participants of this study were (60) female participants who were drawn randomly from 10
th
of Ramadan
Language School at 10
th
of Ramadan City. They were divided into two groups (Control and
Experimental) to determine the most required critical reflection and reflective writing skills to be
developed through a strategy proposed called Transformative Learning.
A critical reflection situational test and a reflective writing were developed by the researcher and
approved by a jury in the field of TEFL. The tests were administered pre and post teaching the strategy
proposed. Having collected the data, they were treated statistically. The results showed that there are
statistically significant differences between the mean scores of the control and experimental groups on
both tests in favor of the experimental one in critical reflection as well as reflective writing. The
conclusions reached of the present study clarify that the TLS has a positive effect on developing
secondary stage students’ critical reflection and reflective writing skills. So, it is recommended that the
suggested strategy can be adopted by teachers in EFL contexts.