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Abstract
The present study aimed at investigating the effectiveness of some
instructional activities in developing EFL writing skills among second
year preparatory school students. The study followed a pretest-posttest
experimental – control group design. The study sample consisted of 100
students from EL-Khour Preparatory School for Boys and Girls and were
divided into two groups: 50 students for the experimental group and 50
for the control group. For identifying the most important EFL writing
skills required for second year preparatory school students, a writing
skills list was developed, and approved by a jury of EFL curriculum and
teaching methods professors. Then, a pre-post writing test, a rubric for
scoring the writing test (RSWT). Students in both the experimental and
control group were pre-tested. Then, students of the experimental group
were taught through (IAP) and students of the control group were taught
in the traditional method. Finally, students in both groups were posttested
using the same tools (test with a rubric). The study showed that:
first, the experimental groups out performed the control group in the posttest
of overall writing as well as writing sub-skills. Second, there were
statistically significant differences between the mean scores of pre-test
and post test of the experimental group at (0.01) and these differences can
be attributed to using (IAP). Hence, it was concluded that the program
proved to be highly effective in developing second year preparatory
school students EFL writing skills.