الفهرس 
Chapter One The ProblemOnly 14 pages are availabe for public view
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Abstract
English Language is considered the most important among other foreign languages, owing to the fact that English language learning becomes a necessity to find out means of communication which are of much assistance for individuals to participate efficiently in the surrounding communities. Creative writing is also one of the most important skills that aim at creating a type of interaction, exchanging ideas, culture, and knowledge in a world full of invention and advancement.
Many researchers examined the importance of creative writing skills. Fransen (2017) indicated that creative writing develops student’s intellectual development, organizational abilities, and the power to influence others through persuasion. Licciardi (2017) stated the purposes of creative writing which are to entertain, share human experience, get at the truth about humanity through for example poetry and storytelling and to express feelings and thoughts using imagination. One of the most innovative and effective approaches in teaching creative writing is that depends on organized designed tasks.
A pilot study was conducted to determine the level of students in English creative writing skills. The researcher administered a creative writing test to a group of sixty students from the first-year students at Alseyda khadiga secondary school, in Beni Suef. The students’ level in creative writing skills; fluency, flexibility, originality, and accuracy were not satisfied and need improvement. As a result, the current research tended to investigate the effect of TBLT approach on improving some of secondary stage students EFL creative writing skills.
5.2 Findings
The present research reached the following:
1- A list of the appropriate creative writing skills to the EFL secondary stage students was presented.
2- The proposed TBLT approach resulted in improving the students’ creative writing skills.
3- The experimental group students outperformed their counterparts of the control group in the creative writing test. This was indicated by the significant differences between the mean score of the two groups.
4- The experimental group students’ mean score in the post- application of the creative writing test was much better than their mean score in the pre-application of the test.
5- The proposed TBLT approach framework was effective in developing the EFL creative writing skills of first year secondary stage students. This was indicated through estimating the effect size of the treatment on students’ creative writing skills.
5.3 Conclusion
The present research concluded that improving creative writing skills is possible through using TBLT approach. Task-based writing is an excellent way of integrating the four skills and can help students learn more effectively because the primary goal in learning language skills is to produce something, reach a conclusion, and create a complete picture of something within a pre-determined time frame. Such tasks are multi-faceted; they are designed to boost a learner’s writing skills while also assisting in the development of other skills. Consequently, this study proposes using TBLT approach in teaching creative writing skills which are fluency, flexibility, originality, and accuracy. Also, based on many previous studies which proved its efficacy in teaching the four skills of English language and achieved an improvement in students’ language performance and communication.
5.4 Recommendations
Based on the previous results the current research recommends the following:
1- The creative writing skill should receive suitable attention to be developed at pre college levels particularly at preparatory and primary stages.
2- Raising the awareness of the students in using TBLT approach in the educational language learning process, this would also maximize their language learning opportunities in listening, speaking and reading.
3- Allowing students to practice writing activities such as “making summarization and presentation, using note taking, writing diaries, brainstorming etc.”, would increase their creative writing skills.
4- Teaching students to be self-managed, autonomous learners who identify problems and suggest solutions by expressing their ideas in writing.
5- Regarding the students’ educational levels (low achievers and high achievers) and their individual differences during English language creative writing teaching process.
6- Motivating students and supplying them with appropriate writing tasks to help them practice creative writing skills correctly.
5.5 Suggestions for Further Research
The present research suggests the following topics for further research:
1- Administering TBLT to different stages (i.e., primary, and preparatory).
2- Administering TBLT to different English language skills (i.e., Listening, speaking, and reading).
3- To what extent do student English textbooks improve students’ creative writing proficiency and motivate EFL learners?
4- The relationship between the use of TBLT approach in class environment and learner’s English achievement in English language skills.
5- The Effectiveness of TBLT approach in developing the receptive skills of prep stage pupils and their attitude towards English language.
6- The relationship between TBLT approach and EFL vocabulary acquisition among the secondary stage students.
7- The Effect of TBLT on developing creative writing and intensive reading skills of first year university stage students.