الفهرس 
Just-in-Time Teaching (JiTT)
The Writing SkillOnly 14 pages are availabe for public view
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Abstract
This research investigated the effectiveness of Just-in-Time Teaching strategy for enhancing the rhetorical quality of essay writing of prospective EFL teachers. For this purpose, a sample of 62 third year students, at the Faculty of Education, Tanta University, was randomly selec-#116;ed and assigned to two groups: the experimental -#103;-#114;-#111;-#117;-#112; (N=32) who studied the proposed program, and the control -#103;-#114;-#111;-#117;-#112; (N=30) who continued to study the prescribed English course. The instruments of the research included a pre-post achievement test for English rhetorical aspects for assessing the students’ knowledge of such rhetorical aspects, and a pre-post essay writing test to evaluate the students’ development in writing essays in a rhetorically appropriate manner. The program was applied in the first semester of 2016/2017 academic year, and lasted for 17 sessions. Results of the research revealed a significant difference at the 0.05 level between the mean scores of the experimental and control groups in the knowledge of the rhetorical writing aspects, achieving unity, development, and coherence, writing appropriate expository essays, and total essay writing in favor of the experimental group. The research found that Just-in-Time Teaching (JiTT) strategy was effective in enhancing the rhetorical quality of the students’ essay writing. The research recommended the use of JiTT in EFL contexts, and suggested further research in this area.