الفهرس 
Introduction and Context of the ProblemOnly 14 pages are availabe for public view
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Abstract
The aim of the study was to investigate the effectiveness of a self- autonomy based program in developing EFL student teachers’ communicative competence .The design of the study was one group pre-post test .The subjects of the study consisted of fourth year students enrolled in English section at Benha Faculty of Education (N=40). The tools of the present study included an EFL speaking skills checklist ;an EFL speaking skills test; EFL writing skills checklist and an EFL writing skills test prepared by the researcher and a rubric for assessing fourth year students’ EFL speaking and writing skills .The tests were administered to the study sample before implementing the program. The subjects of the study was taught using the self autonomy based program (SABP), where they engaged in activities such as discussion, role play, debate and collaborative writing. The self-autonomy based program (SABP) consisted of fifteen sessions and each session lasted for two hours .After implementing the program, the tests were administered again to the study sample. Results of the study revealed that the EFL speaking and writing skills of the study sample are more developed as a result of teaching through the self-autonomy based program (SABP). Therefore, the study sample’s EFL communicative competence is developed. This confirmed that the self-autonomy based program (SABP) is effective in developing the EFL communicative competence (EFL speaking and writing skills) among students’ teachers enrolled in English section at Benha Faculty of Education. It was recommended that the teacher of English language should emphasize the development of students’ communicative competence in the early educational stages and the teacher’s preparation programs should include SABP in all courses.