الفهرس 
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Abstract
This study aimed to investigate the effect of a program based on English digital stories on second-year preparatory pupils’ writing performance and reflective thinking. Two writing performance tests (pretest and posttest) as well as a reflective thinking test were prepared by the researcher. Two 2nd -year intact classes from El Sadat Prep School for Girls constituted participants of the study: one as a control group (N=32) and the other as an experimental group (N=30). All participants were pretested on writing performance and reflective thinking and no significant differences were found between the control group and the experimental group. This ensured that the two groups were fairly equivalent on writing performance and reflective thinking before the treatment. The experiment lasted for three months. During this period, pupils of the experimental group created their digital stories individually, presented them in front of their peers, and reflected on their experience while creating and presenting their own digital stories. On the completion of the experiment, all participants were posttested. An independent samples t-test confirmed that a statistically significant difference existed between the mean score of the control group and that of the experimental group (t=7.738, p0.05) in reflective thinking posttest. It was concluded that digital stories had a significant effect on the writing performance, but not on the reflective thinking, of 2 nd -year prep school pupils. Based on these results, it was recommended that: (1) digital stories should be used in teaching EFL writing at the prep stage, (2) pupils should be given enough opportunities to use modern technology in their learning, (3) teachers should encourage pupils to take part in the evaluation of their writing performance, and (4) teachers should give pupils writing activities related to their interests.