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Abstract
The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing functional writing skills of prospective teachers
of English in Hurgada faculty of Education. More specifically, the study aimed at assessing the effects of a writing workshop-based program on English major’s functional writing
skills knowledge and performance.
For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the skills and subskills of functional writing skills, and pre-post test of knowledge performance of functional writing skills. The sample of the study was forty students in Hurgada faculty
of Education, English Division (prospective teachers of English).
They were randomly chosen and assigned to an experimental group. The experimental group students were
taught writing using the writing workshop approach after they had functional writing skills pretest.
The teaching program was introduced to those students in the second semester of
the academic year 2007⁄2008 for about two months starting on Sunday 2 March 2008 and ending on Sunday May 4, 2008.This was preceded by a pilot study of the instructional program to decide on its applicability timing and suitability for the prospective teachers of English levels.
After the application of the program, the subjects were post tested using the
functional writing skills knowledge performance test.
Findings of the study indicated the
writing workshop-based program had significant effects on improving the subjects’ functional writing skills. Based on these results it was recommended that: a) teaching
functional writing skills should be given more consideration in Egyptian faculty of Education & Arts courses in a systemic way, b) introducing the writing workshop approach to be used in teaching writing at the faculties of Education, c) introducing the notion of peer and group work into writing classes instead of the traditional view of writing as an individual activity. This entails training the students to work collaboratively with each other
when writing, d) introducing other forms of evaluation, namely self as well as peer evaluation, into writing classes prior to teacher evaluation, e) centering the writing class environment on the student rather than the teacher. In other words, when students begin to
write, what the students themselves know should be stressed and teacher intervention should be kept minimal.