الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Define the research problem:
The research problem was determined in the weak level of first year secondary students in:
1. reading achievement.
2. Creative writing skills.
3. Sense of language skills.
Research questions:
This research attempted to answer the following questions:
1. What is the effect of a teaching model based on flow theory in teaching reading on developing the reading achievement of first-year secondary students?
2. What is the effect of a teaching model based on flow theory in teaching reading on developing creative writing skills for first year secondary students?
3. What is the effect of a teaching model based on flow theory in teaching reading on developing the linguistic sense of first year secondary students?
research aims:
The aim of this research is to know the effect of a teaching model based on flow theory in teaching reading on:
1. Developing the reading achievement of first year secondary students.
2. Developing creative writing skills for first year secondary students.
3. Developing the linguistic sense skills of first year secondary students.
Research hypotheses:
This research sought to test the validity of the following hypotheses:
1. There is a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the reading achievement test For the experimental group
2. There is a statistically significant difference at the level (05.0) between the
mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the creative writing test For the experimental group.
3. There is a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the Sense of Language scale For the experimental group.
4. There is a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the linguistic sense test For the experimental group
5. research importance:
This research may be of interest to:
1. Curriculum developers: where the research presents a model consisting of specific and organized procedures that curriculum developers can benefit from in organizing the educational material
2. Mentors: By benefiting from the use of the model based on the flow theory in teaching, and clarifying the importance of teachers’ use of this model in the teaching process and directing them to use it.
3. Teachers: through the use of the proposed teaching model in teaching.
4. Researchers: In this research, a set of research tools have been prepared; It is represented in (the reading achievement test, the creative writing test, the linguistic sense test, and the linguistic sense scale), so researchers can apply them in their studies, or use them in preparing similar tools.
search parameters:
This search was limited to the following parameters:
1. Human determinants:
This research was limited to a group of female students of the first secondary grade at Saqulta Secondary School for Girls.
2. Determinants of time:
This research was applied in the first and second semesters in the academic year 2020/2021.
3. Spatial determinants:
This research was applied in Saqalta Secondary School for Girls.
4. Objective determinants: This search was limited to:
a. The six levels of Bloom’s cognitive domain (remembering, understanding, applying, analyzing, synthesising, and evaluating).
b. Some creative writing skills in the field of the article that are suitable for students of the first year of secondary school and which resulted from the results of the opinions of experts and arbitrators, namely:
Fluency skill includes:
- Use the largest number of synonyms for the same meaning.
- Write as many ideas as possible.
- Suggest as many endings for the article.
- Suggest more than one title for the article.
- Write more than one keyword phrase at the beginning of the paragraph.
Flexibility which includes:
- Diversity of sentences expressing the idea.
- Provide various interpretations of an idea mentioned in the article.
- Expressing diverse opinions about a popular idea.
- Referring different opinions and thoughts from others on the topic of the article.
And the skill of originality, which falls under it:
- I offer new and unfamiliar solutions to a societal problem.
- Write a creative title for the topic.
- Write an unconventional conclusion to the article.
- Writing relevant thoughts on the topic was only mentioned in his writing.
- Provide a fresh and innovative start to the topic.
c. Some of the linguistic sense skills that are appropriate for the students of the first year of secondary school, which resulted from the results of the opinions of experts and arbitrators, which are:
- Recognize and discover grammatical errors, and interpret them.
- Recognize and discover spelling errors and their interpretation.
- Understand the meanings of the vocabulary.
- Know the semantics of words according to context.
- Apply grammar rules to writing.
- Apply spelling rules in writing.
- The ability to show the relationship between sentences.
Research materials and tools:
The researcher prepared the following materials and tools:
First: Research materials:
1. A teaching model based on flow theory
2. Student’s handbook.
3. Teacher’s guide.
Second: search tools:
1. . Reading achievement test for first year secondary students.
2. 2. Creative writing test (in the field of essay) for first year secondary students.
3. 3. Linguistic sense test for first year secondary students.
Research Methodology:
This research will use the experimental method for the control and experimental groups. To find out the effect of the independent variable (the teaching model based on flow theory) on the dependent variables (reading achievement - creative writing skills - linguistic sense).
Search procedures:
To answer the research questions, and test the validity of its hypotheses, the researcher followed the following steps:
First: Refer to some educational literature, research and previous studies related to the topic of research to prepare the theoretical framework, which includes:
1- Flow theory, which includes: (what is flow language and convention, philosophy of flow theory, dimensions of flow theory, stages of flow, types of flow, psychological and educational significance of flow, negative aspect of flow, characteristics of the flowing person, factors leading to flow, and the role of the teacher in achieving a state flow of learners, requirements for access to the state of flow).
2- Reading, which includes: (the concept of reading, its importance for the individual and society, its objectives, the characteristics of a good reader, the factors that affect reading learning, and the steps of teaching reading).
3- Creative writing.
4- Linguistic sense.
Second: Building educational materials and tools for research, which are:
1. The teaching model based on flow theory
2. Student’s handbook; To guide him on how to use the teaching model based on flow theory.
3. The teacher’s guide in the light of the teaching model based on flow theory.
4. Reading achievement test.
5. Creative writing test.
6. Linguistic sense test.
Third: Presenting the previous materials and tools to a group of arbitrators and specialists; To check its validity and control.
Fourth: Conducting an exploratory experiment to control research materials and tools.
Fifth: The selection of the research group from the students of the first year of secondary school.
Sixth: Applying the research tools a priori application.
Seventh: The application of the search experience.
Eighth: The application of research tools in a dimensional way.
Ninth: statistically processing, analysis and interpretation of the results.
Tenth: Presenting recommendations and suggestions in light of the research results.
research results:
1. There is a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the reading achievement test due to the teaching model based on the flow theory.
2. There is a statistically significant difference at the level (05.0) between the
mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the creative writing test due to the teaching model based on flow theory.
3. There is a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the linguistic sense test due to the teaching model based on flow theory.
4. There is no a statistically significant difference at the level (05.0) between the mean scores of the students of the two experimental groups that were taught using the teaching model and the control group that studied in the usual way in the post application of the Sense of Language scale due to the teaching model based on the flow theory.
Search recommendations:
In light of the results of the research, the researcher recommends the following:
1. Take advantage of the proposed teaching model in teaching the rest of the branches of the Arabic language.
2. Suggesting strategies in light of the principles of flow theory, and knowing its impact on the rest of the branches of the Arabic language.
3. Directing the attention of specialists in the field of curricula and methods of teaching Arabic to the need to benefit from the applications of flow theory in teaching the various branches of the Arabic language.
4. The necessity of using teaching strategies that would bring about fun and enjoyment of learning among learners.
5. Training students to search for information on their own from different sources of knowledge.
6. Include the teacher’s guide, creative writing skills so that teachers do not neglect their development among students.
7. The need to reconsider the teaching of the Arabic language in its various branches in the light of modern theories.
8. The curricula include activities that challenge the abilities of the learners and develop in them the spirit of perseverance and competition.
9. Inclusion in the educational curricula of educational activities that will develop the creative writing skills of learners.
10. Attention to the development of creative writing skills in its various fields in the different stages of education.
11. It is necessary for teachers to direct the students’ attention to the fact that the Arabic language is an integrative language that does not separate a branch in itself from the rest of the branches because this has a great impact on the formation of a linguistic sense among learners.
12. The need for teachers to direct students’ attention to the need to take advantage of what they learn from rhetorical, grammatical and orthographic rules and apply it in their writings and all life situations, and not just mere abstract rules that are reserved for the sake of the exam and obtaining grades 13- The need to develop the learners’ sensory skills in all the different stages of education.
Suggested research:
In light of the research results and recommendations, the following research points can be suggested:
1. The effectiveness of a proposed program in light of the principles of flow theory in developing the skills of creative speaking and decision-making among secondary school students.
2. A proposed strategy in the light of the flow theory in teaching literary texts and its impact on developing literary appreciation skills and the trend towards literary texts among middle school students.
3. The effectiveness of a proposed program for training Arabic language teachers based on the use of educational applications of flow theory in teaching literary texts.
4. The effectiveness of a proposed teaching model based on flow theory in developing the creative expression skills of secondary school students.
5. The effectiveness of a proposed teaching model based on flow theory in teaching Arabic on developing creative writing skills and attitude toward the subject among secondary school students.
6. The effectiveness of a proposed program based on flow theory for developing critical reading and creative writing skills among student teachers at the College of Education.
7. A proposed strategy in light of the flow theory in teaching grammar rules and its impact on developing grammatical concepts and enjoying the subject among middle school students.
8. The effectiveness of a proposed program based on flow theory in teaching Islamic religious education and its impact on developing critical thinking among secondary school students.