الفهرس 
chapter 1Only 14 pages are availabe for public view
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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