الفهرس 
The Problem and its significanceOnly 14 pages are availabe for public view
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Abstract
the present study was performed to investigate the effect of using a program in journal writing on developing EFL pre-service teachers’ reflective journal writing, reflective teaching skills and teaching performance. Subjects were thirty-four female pre-service teachers enrolled in the fourth year, English section at the faculty of education. Subjects were randomly divided into a treatment group and a non treatment group.
The treatment group received instruction in journal writing as a technique for improving reflective teaching skills and teaching performance, while the non-treatment group received no such instruction. The analysis of data using ”t” test and (ANCOVA) revealed that the treatment group significantly surpassed the non-treatment in post performance of measurements in writing reflective journals, reflective teaching skills and their general teaching performance. Discussion of these findings, recommendations and suggestions for further studies were made.