الفهرس 
chapter one- problem of studyيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 228 |  |  |
| | | from | 228 | | |
المستخلص
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.
The aim of the present study was to investigate the effect of a suggested programme based on the process-genre approach (PGA) for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students. To fulfill the aim of the study, two instruments were constructed: (a) a pre-post CW skills test, and (b) a pre-post AE scale. The validity and reliability of the instruments were verified before their use. Two randomly assigned classes represented the experimental and the control groups from Eisawy Fayed secondary school for boys and girls, Bassune Directorate, El-Gharbyia. Each group comprised (N=30) students in the 2022 / 2023 school year. The experimental group was taught through PGA. The treatment continued for eight weeks: two 50-minute sessions a week. After the post test, the data obtained was statistically analyzed. Findings of the study showed that the programme based on PGA developed students’ CW skills and AE. Thus, the present study recommended including PGA in the secondary school EFL courses.
Context of the Problem
It was noticed out of the researcher’s experience as a secondary-school EFL senior teacher that secondary school students had difficulties in writing creatively. That is to say, they could hardly provide new and various ideas, organize the content well, provide more details, use figurative language, or write accurately and fluently. Besides, they were not completely engaged during their writing process.
Through reviewing literature and related studies, it came to be clear that secondary school students lack CW skills. To document the problem, a pilot study was conducted to a sample class of 2nd year (N=52), Nov 2019. The findings of the test indicated that students lacked some creative writing (CW) skills: originality (40.38%), fluency (35.57%), opinion with justification (34.61%), and organization and content (30.76%). The following table illustrated more about the pilot study findings.
Statement of the Problem
Secondary school students suffer from some low-level CW skills and AE in learning and doing activities related to CW.
Questions of the Study
Main Question:
• How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing skills and academic engagement?
Two sub-questions stemmed from the main question:
a- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ creative writing (CW) skills?
b- How effective would the suggested programme based on the Process-Genre Approach (PGA) be in developing EFL secondary school students’ academic engagement (AE)?
Aim of the Study
The study attempted to examine the effect of the suggested programme based on the PGA for developing EFL creative writing (CW) skills and academic engagement (AE) among secondary school students.
Delimitations
• First year secondary school students (No = 60) at Eisawy Fayed Secondary School (public), Bassune Directorate, El-Gharbyia Governorate during the second semester of the school year 2022/2023.
• Six EFL creative writing skills: Originality, Flexibility, Fluency, Elaboration, Content Organization, and Figurative Language.
Instruments and Materials
• A pre-post CW skills test.
• A pre-post AE scale.
• A suggested programme based on the process-genre approach.
Study Design
The pre-posttest quasi experimental design with control group was used. Before the treatment, both groups were tested. Then, the experimental group was taught through applying and practising the programme based on PGA, but the control group studied the same content without this teaching.
Significance of the Study
Two rationales lied behind submitting the present study. First, a great percentage of secondary school students, as shown from the findings of the pilot study, suffered from poor creative writing skills and low academic engagement levels in activities related to CW skills. That was probably attributed to the exam-oriented teaching practice and the method followed in teaching CW which both lacked effective training or clear steps for students to learn and practise CW skills properly, nor adequate interest to help students be engaged in CW activities. Second, it went in line with both national and international trends to focus on creativity and innovation in all fields, especially education. So, the programme based on the (PGA) was used for developing CW skills and academic engagement.
The study can be important for:
a- Students:
• Stimulating students to write creatively through developing their CW skills.
• Helping students to be both collaborative and autonomous during CW activities.
• Enhancing students’ engagement while practising CW classes.
b- Teachers:
• Enhancing teachers’ ability to teach CW skills effectively via the suggested program-based on PGA.
• Providing teachers with a checklist of CW skills necessary for secondary school students.
• Making teachers aware of the importance of developing students’ academic engagement (AE) related to CW skills.
c- Curriculum designers:
• Helping curriculum designers in incorporating the suggested programme with varied PGA activities in EFL curricula of the secondary stage.
d- Researchers:
Providing researchers with:
• a checklist of CW skills.
• a checklist of AE statements.
• a rubric for a CW skills test.
• a scale for AE statements.
• suggestions for further research.
Definitions of Terms
Creative Writing (CW)
In the present study, CW is operationally defined as a unique type of writing with new, interesting, and self-expressive ideas; based mainly on knowledge, motivation, reflection and innovation or achieving improvements; including the skills of originality, fluency, flexibility, elaboration, content organization and figurative language for secondary school students.
Academic engagement (AE)
According to the current study, academic engagement (AE) is operationally defined as a total state of academic involvement in which secondary school students are cognitively, emotionally, and behaviorally immersed in a creative writing activity.
Process-Genre based Approach (PGA)
As defined and proposed by Badger and White (2000), the Process-Genre Approach (PGA) is a theoretical framework based on combination of the product, process, and genre approaches. This approach focuses on providing knowledge about language as in the product and genre approaches, as well as providing knowledge of the context in which writing happens focusing upon its purpose as done in genre approach. Skills in using language are also given significance as used in process approach. It consists of six stages: preparing, modelling and reinforcing, planning, joint constructing, independent constructing, and revising.