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Abstract The problem of the study lounged on the low level of creative writing skills of EFL students. The researcher noticed that students suffer from weakness in their EFL creative writing skills. There is a lack of the ability to express their thoughts and ideas freely and confidently. The environment at schools also is not appropriate to encourage students to feel comfortable, relaxed, innovative, or able to produce creative ideas. The aim of the study was to investigate the effect of extensive reading on developing the creative writing skills of EFL first year secondary school students. The present study included sixty students who were enrolled at the first year of the secondary stage during the 2020/2021 academic year. Two classes were randomly selected. One class (N=30 students) worked as the experimental group and the other (N=30 students) worked as the control group. During the experiment, the experimental group was taught using the extensive reading, while the control group was taught using the regular method. The researcher used a pre- post creative writing test as an instrument for measuring students’ creative writing skills. To find if both groups were equal in their EFL creative writing skills before conducting the study. Both groups were pre-tested using the creative writing pre-test.Chapter Five Summary, Conclusion & Recommendations 85 They also post-tested. In order to make sure that the development of student’s EFL creative writing skills was attached to the effect of teaching by extensive reading . The researcher analyzed data using the independent and paired samples t-test using the (SPSS) program. The independent samples t-test was used for both control and experimental groups’ scores on pre and post creative writing test. Also, the paired samples t-test on the experimental group’s scores on the pre and post creative writing test. The following shows a summary of the results: 1. There is a statistically significant difference between the mean scores of the experimental group and those of the control group in the EFL creative writing skills on the post-test in favor of the experimental group. 2. There is a statistically significant difference between the mean scores of the experimental group and those of the control group in the accuracy skill on creative writing in the post-test in favor of the experimental group 3. There is a statistically significant difference between the mean scores of the experimental group and those of the control group in the flexibility skill on creative writing in the post-test in favor of the experimental group 4. There is a statistically significant difference between the mean scores of the experimental group and those of the control group in the fluency skill on creative writing in the post-test in favor of the experimental group 5. There is a statistically significant difference between the mean scores of the experimental group and those of the control group in the originality skill on creative writing in the post-test in favor of theChapter Five Summary, Conclusion & Recommendations 86 experimental group So teaching through the Extensive Reading Approach improve the students’ EFL creative writing skills. It also increased their selfconfidence. 5.2. Conclusion Based on the previous results, it is clear that the current study provided evidence on the effect of using the Extensive Reading on developing students’ English creative writing skills compared with using the regular method. That is due to the following factors : 1. Extensive Reading makes it easier to participate freely without fears, write more relaxed and more able to express feelings. 2. The students who were taught through using the Extensive Reading Approach become motivated to participate, putting aside their inhibitions to speak or write creatively in the target language. 3. The Extensive Reading can be used at any grade with any level and any curriculum effectively. 4. Extensive Reading motivates the students toward learning the foreign language, their creative writing skills, their self-image, and their acceptance of classmates through adding different creative activities and working in groups. 5. The Extensive Reading helps teachers become equally enthusiastic not only about the effects of such methods on their students but also on themselves. They also understand a creative means of teaching a foreign language and form a better self-image. 6. There is a related relationship between teaching using the Extensive Reading Approach and developing EFL creative writing skills.Chapter Five Summary, Conclusion & Recommendations 87 7. Using the Extensive Reading strategies leads to enjoy the learning process and stimulate their imagination. 8. Using the Extensive Reading provides students with chances to express themselves and therefore the student feels self-responsible during learning. 9. Using the Extensive Reading makes students able to think and write in a creative way .The activities can be done in pairs or in groups. 10. Feed backing and teacher’s comments on students’ writings have enhanced study-related skills. 5.3. Recommendations In light of the conclusion of the present study, the following recommendations are suggested: 1. Taking into consideration creative writing skills when designing English language students’ books. 2. Encouraging the students to participate creative writing on a daily basis for authentic purposes (i.e., to interpret, express and write (stories, paragraph, emails or describe actions)). 3. Teaching the extensive strategy as a part of the teacher preparation programs in teaching creative writing skills to the students. 4. Creative writing in English language should not taught in isolation, but it should be integrated with the other language skills (i.e. reading, speaking, and listening). 5. Encouraging students to participate in activities which help in developing creative writing skills. 6. The atmosphere of writing process should be communicated cooperative and fearing to give students a sense of confidence when writing.Chapter Five Summary, Conclusion & Recommendations 88 7. The teacher should provide students with positive feedback and reinforcement. 8. Training teachers to improve language skills through teaching extensive reading in secondary schools and this can be applied to students in different school stages with all students. 9. Developing traditional ways of teaching and learning processes and trainning students on how to use their imagination and on acquiring the skills of creativity to think and write in creative way. 5.4. Suggestions for further research: Due to the results and conclusion of the current study, the following ideas for further research are also suggested: 1. Using of the extensive reading in developing English creative writing skills among other educational stages (primary, preparatory). 2. Exploring the effectiveness of using the extensive reading in developing English writing skills at the preparatory stage. 3. Investigating the effectiveness of using the extensive reading in developing English language skills at the peparatory stage.. 4. Examining the effectiveness of using the extensive reading in developing English language skills at the secondary stage. 5. Using of the extensive reading in teaching English language for college students. 6. Investigating the effectiveness of using the extensive reading in developing EFl learners’ social skills through using drama strategy. |