الفهرس 
Chapter One: Problem and its contextOnly 14 pages are availabe for public view
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Abstract
This study aimed at investigating the effectiveness of using Self-Regulated Learning Activities in improving secondary school students’ EFL writing skills. The participants included 60 secondary school students who were studying English as a foreign language at Naser Abd El-Ghafoor School in Menouf. They were divided into two groups, the experimental group (n=30) and the control group (n=30). The experimental group used sessions based on self-regulated learning activities while the control group received regular teaching. Pre-posttest was used for the two groups, and results of the study revealed that the participants’ EFL writing skills were improved significantly as a result of using self-regulated learning activities. Therefore, it can be concluded the effectiveness of using self-regulated learning activities in improving secondary school students’ EFL writing skills.