الفهرس 
the Problem and its ContextOnly 14 pages are availabe for public view
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Abstract
This chapter represents the study summary. Then, conclusion and recommendations are provided. 1.Summary 1.1. Restatement of the problem The current study was an attempt to investigate the effectiveness of using multimedia concept maps in enhancing writing performance and reducing writing apprehension of a sample of second year students at the faculty of education, Tanta university. 1.2. Study Questions 1-What is the effect of using concept maps on enhancing EFL student-teachers’ writing content of performance? Sub Questions: 1.1. To what extent can multimedia concept maps help the target EFL student teacher develop the cognitive features of content? 1.2. To what extent can multimedia concept maps help the target EFL student teacher develop rhetorical features of content? 78 1.3. To what extent can multimedia concept maps help the target EFL student teacher develop the surface features of content? 2- To what extent can multimedia concept maps reduce writing apprehension? 1.3. Method 1.3.1. Participants Participants for the present study consisted of 35 students in the second year in English section at Tanta Faculty of Education in the academic year2018/2019. 1.3.2. Study Instruments The following instruments were developed by the researcher: 1. A pre/post writing test to evaluate the effectiveness of concept maps in enhancing easy writing content of English student-teachers. 2. Rubric for writing content which included cognitive, rhetorical, and surface features of content. 3. Observation and reflection sheets about the effectiveness of concept maps. 4. A scale for measuring Writing apprehension.(adopted) 1.3.3 The treatment The proposed program was taught to the participantsby the researcher. The program was administrated during the second term of the academic year 2018/2019. The experiment lasted for 12 weeks (one session of two hours every week). 79 1.4. Results 1-There was a significant difference in mean scores of the participants at (0.01) level on the writing test in relation to the overall writing content between the pre and posttests in favor of the post test. As for the results of the content features: 2-There were statistically differences in mean scores of the participants at (0.01) level on the writing test in relation to cognitive features of content between the pre and posttests in favor of the post test. 3-There were statistically differences in mean scores of the participants at (0.01) level on the writing test in relation to rhetorical features of content between the pre and posttests in favor of the post test. 4- There were statistically differences in mean scores of the participants at (0.01) level on the writing test in relation to surface features of content between the pre and the post test. 5- There was a significant difference between the mean scores of the experimental group students in the pre-and post-application of the Reducing Writing Apprehension scale in favor of post-application of the Apprehension scale.