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Abstract
First of all, my great thanks for almighty Allah for helping, blessing and leading me to accomplish this study.
Second, the researcher would like to express her deepest gratitude to her supervisor Prof. Soheir Ibrahim Mohamed Seleim for her valuable comments, support, continuous follow up and warm encouragement. The researcher owes her a lot of gratitude for having shown her the way of research. May Allah grant her health and happiness. Third, the researcher would like to express her sincere appreciation to Assistant Professor Manal Farouk for her efforts, continual encouragement and constructive directives throughout the stages of the study.
Furthermore, the researcher would like to extend her sincere thanks to the jury members for their help and direction when verifying the validity of the study instruments.
Special thanks are also extended to Dr. Ahmed Hassan Seif Eldeen, and Dr. Manal Abd-Elaziz, professors of curriculum and instruction (EFL), for willingly accepting to examine and judge this thesis and for spending their precious time and effort in discussing it.
Now it is time to express my hearty thanks, respect and indebtedness to my father, my mother, my husband and my daughters Naira and Nagat who have been with me in my research journey with their humor, love, patience and support.
Finally, the researcher is grateful to the participants of the study, friends and to all who provided help throughout the study’s procedures.
The Researcher
ABSTRACT
Researcher’s Name: Amany Ibrahim Khatab Abd-Elwahed
Title: The Effectiveness of Some Social Emotional Learning Strategies on
Developing English Writing Skills for Primary School Pupils
Faculty: Education, Helwan University
Department: Curriculum &instruction department
Degree: master degree in Education, Curriculum and EFL Instruction
Language: English
Supervised By: Professor Soheir Ibrahim Mohamed Seleim &
Dr. Manal Farouk Mohammed
The study aimed to investigate the effectiveness of using some social emotional learning strategies on developing writing skills for the 6th grade primary school pupils. The participants of the study were chosen randomly and divided into an experimental group (n=30) and a control group (n=30). A writing skills checklist was prepared. A pre/post writing skills test and an analytic scoring rubric were employed before and after the experiment. The experiment lasted for twelve weeks. Pupils of the experimental group received training through the proposed treatment based on some social emotional learning strategies while those of the control group received regular instruction. By the end of the experiment, the writing skills test was administered to both the experimental and the control groups. The analytic scoring rubric was used to find out the effectiveness of the proposed treatment on developing the experimental group pupils’ writing skills. The study results showed evidence that there was a statistically significant difference at 0.01 level between the mean scores of the control and the experimental groups on the post administration of the test, in favor of the experimental group in overall writing skills as well as in each writing skill separately. It was concluded that using social emotional learning strategies was effective in developing the required writing skills among the experimental group pupils. Consequently, it was recommended that social emotional learning strategies be employed in teaching writing for developing writing skills of the primary school pupils.
Key words: Social Emotional Learning Strategies, Writing Skills.