الفهرس يوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present study problem aimed at developing SCCOtldar)’ stage
students’ writing performance throi gil using some metacognitlve strategies. A
matrix of writing pcrf-orma.ncc skills was•• devt’.opoo. A list of the writing
performance skills required. for lh~ secondary stage students was .rcparcd. A
questionnaire was developed so as, to define the important topics he students
liked to write about, Two tests were prepared to measure Writing~erfOrmilnCC
skills (expressive and {lHlelional).’ The suggested program for es Oincing the
students’ vvriling performance ll’lro~’gh using rome meracogntnon 51’a1cgieswas
designed. Arabic language teachers’ manual was developed. The ~wo writing
performance tests, as well M writin’g processes rating rubric were Jdlnillistered
as a pre-apl licatlon and as a post- appllcarlon. The statistical tr~tf.llcnt was
carried our, the findings were i~terprctcd and the recommend tions were
suggested, The present study revealed that the suggested pr sram was
effective in developing the second year seconda,ry stage students expressive
writing, the skills of each one of the three writ:iog orccesses (plann l1Ig,writing,
revision), the processes and skills 9f letter writing, the processes ,nod skills ·of
rilling-in forms, the processes and skills of summarization, and finally, the
students’ awareness of the thr’ee ~~ril’ing processes. Based on thes results, the
recoil rncndations were suggested. The following are some oftllem:
1- Writing skiliis currlculurn should start from the prjrna stage and
continues to the secondary stage.
2- Objective assessment tools should be provided lin orderfo score the
students’ writings accuratelv and objectively.
3- Training courses for Arabic language teaohers and supervisors
should be held to train them on the lise of metacognltlv strategies
in teaching writing performance skills.