الفهرس | Only 14 pages are availabe for public view |
Abstract The purpose of this study was to investigate the effectiveness of implementing a program based on the self-regulated strategy development (SRSO) in treating writing difficulties in three areas: writing performance, writing metacognition, and writ1ng self-efficacy of EFL prospective teachers. Thirty third-year English prospective teachers in Port-Said University participated in this study using the pretest-posttest control group design. Students were randomly assigned to an experimental group (N = 14) and a control group (N = 16). The English writing diagnostic test, the English composition lest, the English writing metacognitive awareness scale, the English writing self-efficacy scale, and the program evaluation questionnaire were developed and conducted for collecting data. Descriptive statistics, the Mann-Whitney U test, and Friedman test were used for data analysis. findings demonstrated that the SRSD is effective in treating writing difficulties of EFL prospective teachers. Also, gains in writing perfom1ance were maintained. Furthermore, the SRSD proved to be socially valid and acceptable by the participants |