الفهرس 
The Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
The current study was concerned with enhancing EFL fifth year official language primary stage students’ writing performance and reducing their writing anxiety using a content-based program. The study problem is represented in the low level of EFL young learners’ writing performance and in the absence of the methods and techniques that attract students’ interests and run in-accordance with their level of writing performance.
Accordingly, the current study aimed at investigating the effectiveness of the suggested Content-Based program in enhancing EFL fifth year official language primary stage students’ writing performance and reducing their FL writing anxiety.
To do so, the study tried to answer the following main question:
What is the effectiveness of the Content-Based Language Instruction in enhancing EFL young learners’ writing performance and reducing their writing anxiety?
This question was branched out into the following sub-questions:
1. What EFL writing sub-skills do EFL fifth year official language primary stage students need?
2. What FL writing anxiety components do EFL fifth year official language primary stage students suffer from?
3. What is the level of fifth year official language primary stage students’ writing performance?
4. How much FL writing anxiety do fifth year official language primary stage students undergo while writing?
5. What are the characteristics of a program based on CBLI for enhancing EFL young learners’ writing performance and reducing their anxiety?
6. What is the effectiveness of the content-based program in enhancing fifth year official language primary stage students’ FL writing performance?
7. What is the effectiveness of the content-based program in reducing fifth year official language primary stage students’ FL writing anxiety?
The study consisted of five chapters. The first chapter entitled ’The Problem and its Significance’ included an introduction to the study variables, the statement of the problem formulated in the study main question branched out into a number of sub-questions, the aims of the study, the significance of the study, the study hypotheses, the study delimitations, and the definition of the study terms.
Chapter two entitled ’Review of Literature’ presented theoretical background for the study variables, and shed light on related studies that had been carried out in order to address and review the Content-Based Language Instruction, writing performance and writing anxiety. This chapter assisted the researcher in designing the proposed program.
Chapter three entitled ’Material and Method’ covered the following items; the study design including the study variables, the participants of the study, and the study instruments including the procedures followed in order to implement them.
Chapter four entitled ’Results and Discussion’ analyzed and interpreted the results of the pre- and post- administration of the writing performance test and the writing anxiety scale in light of the study questions and hypotheses. In order to do so, the researcher made use of the statistical Package for Social Sciences (SPSS) to calculate some descriptive statistics; e.g., means and standard deviation; and some inferential statistics; e.g., Independent-Samples T Test, and Paired-Samples T Test.
Chapter five entitled ’Summary of the Study’ introduced a summary of the study and its major results that were revealed. It also addressed the limitations that were encountered by the researcher, and the most important recommendations and suggestions the researcher had concluded for future research.
Findings of the Study
The study results showed that:
1. There was a statistically significant difference between the mean scores of the control and the treatment groups in the post-administration of the writing performance test at 0.01 level in favor of the treatment group.
2. There was a statistically significant difference between the mean scores of the treatment group in the pre- and post- implementation of the writing performance test at 0.01 level in favor of the post- administration of the test.
3. There was a statistically significant difference between the mean scores of the control and the treatment groups in the post-administration of the writing anxiety scale at 0.01 level in favor of the treatment group.
4. There was a statistically significant difference between the mean scores of the treatment group in the pre- and post- administration of the writing anxiety scale at 0.01 level in favor of the post- administration of the scale.
In light of the above results, it can be concluded that the
study instructional program proved its effectiveness in enhancing fifth year official language primary stage students’ writing performance and reducing their FL writing anxiety. So, the main aim of the study was achieved.