Thesis (M. A.) - Helwan university. faculty of Education. department of Curriculum and Instruction.

Includes bibliographic references (p. 116 - 131)

This study aimed to investigate the effect of usmg the Dictogloss technique on developing writing skills in English Language for preparatory school students. The participants of the study were pre-tested and divided into an experimental group (n=35) and a control group (n=35). A writing skills checklist was prepared. A pre/post writing skills test and an analytic scoring rubric were employed before the experiment. The experiment lasted for eight weeks. Students of the experimental group received training through the proposed treatment based on the Dictogloss technique while students of the control group received regular instruction. By the end of the treatment, the writing skills test was administered to both the experimental and the control groups and the analytic scoring rubric was used to find out the effect of the proposed treatment on developing the experimental group students’ EFL writing skills. The study results showed evidence that there were statistically significant differences at 0.01 level between the mean scores of the control and the experimental groups on the post-test, in favour of the experimental group in overall writing skills as well as in each writing skill separately. It was concluded that the proposed treatment based on the Dictogloss technique was effective in developing the required writing skills among the experimental group students. Consequently, it was recommended that the Dictogloss technique should be employed in teaching EFL writing for developing EFL writing skills of the preparatory stage students.

The Text in English and the summaries in English and Arabic.