The Effect of a Training Program for Arabic and English Teachers in Al-Azhar Based on the First Package of the Project Zero in Egypt on the Students' Writing Performance: An Experimental Study as a Part of the Egyptian Project Zero

Autor/inn/en	Abdel-Badea Rodwan Salama, Gomaa; Elshirbini Abdel-Fattah Al-Ashrii, Ismail Ibrahim
Titel	The Effect of a Training Program for Arabic and English Teachers in Al-Azhar Based on the First Package of the Project Zero in Egypt on the Students' Writing Performance: An Experimental Study as a Part of the Egyptian Project Zero
Quelle	(2012), (100 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Language Teachers; English Teachers; Secondary School Teachers; Inservice Teacher Education; Program Effectiveness; Process Approach (Writing); Writing Skills; Secondary School Students; Females; Semitic Languages; English (Second Language); Writing Tests; Pretests Posttests; Egypt + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Prozessorientiertes Schreiben; Writing skill; Schreibfertigkeit; Sekundarschüler; Weibliches Geschlecht; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Writing test; Schreibtest; Ägypten
Abstract	The present study aimed at identifying the necessary writing skills for the second year secondary stage students in Al-Azhar institutes through implementing the second part in the first package of the Egyptian Zero project. These skills are necessary for writing compositions for the second year in Arabic as their mother tongue and in English as a foreign. In this study, this part in the first package is the second and it is called Process-Oriented Approach. A teacher training program was used to develop the students' writing skills, improve their achievement and comprehension in writing section. To achieve these purposes, the study designed activities based on process-oriented approach strategy for the teachers of Arabic and the teachers of English in Al-Azhar institutes. In addition, a Teacher's Guide was prepared to help English language teachers handle writing skill through the process-oriented approach stages. The study made use of two Pre-Post Performance Writing Tests to measure the students' development in the writing skills, holistic and analytic scoring rubrics. These instruments were used after implementing the teacher training program. Then the teachers applied what they have learnt in their classes. The research adopted the experimental design. Two classes were assigned to be the experimental group, studying writing through the process-oriented approach stages (one class is in Arabic and another is in English). Another class was assigned to be the control group, studying through the traditional method. Results of the present study showed that students felt that. Students involving in such vivid process-oriented approach stages improved their performance, achievement and writing skills. Thus, it was observed that the students who were the sample of the study enjoyed writing. In addition, Process-Oriented Approach was effective in developing the writing skills of the students. Appended are: (1) National Examination Format; (2) Questionnaire; (3) Sample Writing Process Assessment Checklist; (4) Pre-Test on Writing; (5) Post-Test on Writing; (6) Marking Scale for Graders' Evaluation; and (7) Marking Sheet (for graders' evaluation). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10