الفهرس 
CHAPTER ONEOnly 14 pages are availabe for public view
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Abstract
IIn the previous chapter, the statistical analysis and the interpretation were presented; this chapter is assigned for providing a summary of the whole study, besides presenting some recommendations that may be taken into consideration when teaching writing in English language. In addition, the chapter includes some suggestions for further research that other researchers can make use of in finding areas for research in the future. Statement of the Problem: The problem of the present study is that in spite of the importance of EFL writing, there is lack in EFL writing skills among first year secondary school students. This problem can be attributed to some factors such as, the limited time devoted for teaching writing in EFL, and lack of attention given to develop writing skills. The method used for teaching EFL writing which neglects motivating students and enhancing their enthusiasm and self-confidence in writing in English language.Thus, a need for techniques for developing EFL writing skills is obvious. Hence, there is an effect of self-assessment techniques (SAT) in developing selected EFL writing skills among first year secondary school students. To investigate this problem, the present study attempted to answer the following question: - What is the effect of some self-assessment techniques on developing secondary stage student writing skills? This question has the following sub questions: 1- What are the writing skills required for first year secondary stage students? 2- What are the areas of weakness in these skills? 3- What are the self-assessment techniques used in this stage? Aims of the Study: The present study aimed at achieving the following aims: 1- Identifying EFL writing skills required for first year secondary school students. 2- Identifying the appropriate self-assessment techniques for developing first year secondary school students writing skills. 3- Constructing self-assessment techniques (SAT) for developing first year secondary school students EFL writing skills. 4- Investigating the effect of self-assessment techniques (SAT) in developing EFL writing skills. Instruments and Matrial of the Study: The instruments and material of the present study include: 1- A writing skill chicklist. 2- A writing skill pre\post test 3- A rubric for correcting the writing test (RSWT). 4- Teacher’s Guide. Delimitations of the Study: This study was delimited to the following: 1- First year secondary school students. 2- Some EFL writing skills [e.g. paragraph and letter writing skills] required for the first year secondary school students. 3- Self-assessment techniques [e.g. One-Sentence Summaries, Directed Paraphrasing, Focused Listing, One-Minute Paper, Back ground Knowledge, The Paper or project prospectus, Analytic Memos, Process Self – Analysis }. Sample of the Study: The sample of the present study was 180 first year secondary school students randomly drawn from Hussin Ezat Secondary school for Boys and Girls in Melig Shebin ElKom, Menoufia Governorate. They were divided into two groups 90 for the experimental group and 90 for the control group. Procedures of the study: The following procedures were followed: Identifying the EFL writing skills required for first year secondary school students through: 1- Reviewing the literature and previous studies related to EFL writing skills to specify those required for first year secondary school students. 2- Preparing a list of EFL writing skills required for first year secondary school students. 3- Submitting these skills to a jury to verify its validity. 4- Modifying and setting the EFL writing skills list according to the jury’s suggestions in its final form. 5- Reviewing the nature of teaching EFL writing at the secondary stage through reviewing the directives of the Ministry of Education. 6- Designing the self-assessment techniques (SAT) for developing first year secondary school students, EFL writing skills through: a. Reviewing the literature and previous studies related to EFL writing skills. b. Reviewing the literature and previous studies related to selfassessment techniques c. Identifying the objectives and content of the techniques. d. Identifying the procedures and the evaluation techniques followed during implementing the study. e. Submitting the techniques to a jury to verify its validity. f. Modifying and setting the techniques in its final form according to these suggestions. 7- Identifying the effect of the self-assessment techniques (SAT) on developing first year secondary school students’ EFL writing skills in English language through: a. Preparing a writing test and a rubric for correcting it for assessing first year secondary school students’ EFL writing skills in the light of what has been identified in step no.5.7,1. b. Submitting the test and the rubric to a jury to verify their validity. c. Modifying and setting the test and the rubric to their suggestions in their final form d. Adminstrating the test on a group of first year secondary school students for assigning their statistical validity. e. Adminstrating the test to a group of first year secondary school students for assigning their reliability. f. Drawing randomly a sample of first year secondary school students. g. Dividing the sample into two groups, the experimental group and the control group. h. Pre adminstrating the writing test to the two groups. i. Teaching the self-assessment techniques (SAT) to the experimental group. j. Teaching to the control group in a traditional method. k. Post adminstrating the writing test to the two groups after teaching (post-test). l. Analyzing and interpreting findings. m. Presenting recommendations and suggestions. Hypotheses of the Study: 1. There is a statistically significant difference between the mean scores of the experimental group in the pre and post administrations writing skills test in paragraph writing, in favour of the post results. 2. There is a statistically significant difference between the mean scores of the experimental group in the pre and post administrations writing skills test in letter writing, in favour of the post results 3. There is a statistically significant difference between the mean scores of the experimental and the control group in the post administrations of the writing skills test in paragraph writing, in favour of the experimental group results. 4. There is a statistically significant difference between the mean scores of the experimental and the control group in the post administrations of the writing skills test in letter writing, in favour of the experimental group results. 5. The proposed techniques are effective in the development of writing skills required for first year secondary school students. Results of the Study: The present study showed the following results: 1. There is a statistically significant at a level (0.01) between the mean scores of the experimental group in the pre and post administrations writing skills test in paragraph writing, in favour of the post results. 2. There is a statistically significant difference at the level (0.01) between the mean scores of the experimental group in the pre and post administrations writing skills test in letter writing, in favour of the post results. 3. There is a statistically significant difference at the level (0.01) between the mean scores of the experimental and the control group in the post administrations of the writing skills test in letter writing, in favour of the experimental group results. 4. There is a statistically significant difference at the level (0.01) between the mean scores of the experimental and the control group in the post administrations of the writing skills test in letter writing, in favour of the experimental group results. 5. There is an effect of the proposed techniques in the development of writing skills required for students at the first year secondary. Conclusions: Taking into account that both the experimental and control groups were homogeneous in the level of writing skills in the pre-test results therefore, any difference that occurred between the two groups in the post-test after the adminstration of (SAT) techniques can be attributed to the use of the techniques. On analyzing the self-assessment techniques techniques presented to the experimental treatment of the present study the following conclusions appeared. There is evidence that the kind of techniques provided students with information about how to write a well written paragraph. Brainstorming activities that were used in the techniques were considered as stimulating activities for generating ideas related to the topic on which students was writing, the thing which enhanced the writing skill. Free writing approaches proved to have an effect factor in giving students the opportunity to revise their writing and hence achieving progress in EFL writing skills. In conclusion, helping students overcome the blocks that hinder their writing using (SAT) improved their writing performance and made students aware of the benefits of writing in EFL. Hence, it can be concluded that the: - Self-assessment techniques (SAT) can provide a useful framework for developing first year secondary school students’ EFL writing skills. Recommendations of the Study: Based on the results of the present study, the following recommendations may be taken into consideration when teaching writing -in English: 1- Self-assessment techniques (SAT) provided in the present study can be adopted by secondary school teachers for teaching EFLwriting to first year secondary school students. 2- Teachers should focus on teaching EFLwriting as a process rather than as a product this can be achieved by implementing students’ activities. 3- It is necessary to devote more time in the English language time schedule to teaching writing. 4- Writing in English language should not be taught in isolation, but it should be integrated with the other language skills (i.e. reading, speaking, and listening). 5- Students should be given the opportunity to participate in activities which help in developing writing skills. 6- Students should be given the freedom to choose the topics they want to write about or topics in which they are interested in or the topics that are more relevant to their lives. 7- Students should realize that EFL writing is a process of communication; meaning discovery and expressing meaning freely, and not just a process of writing symbols and letter down on a blank sheet of paper to be graded by the teacher. 8- More attention should be given to self-assessment techniques in the field of Education especially in the secondary stage. Suggestions for Further Research: The following areas are suggested for further research. 1- Investigating the effect of self-assessment techniques on developing EFL listening skills among secondary school students. 2- Investigating the effect of self-assessment techniques on developing EFL speaking and listening among secondary school students. 3- Investigating the effect of self-assessment techniques on developing EFL reading and writing skills among secondary school students. 4- Investigating the effect of the self-assessment techniques on developing writing skills among preparatory school pupils. 5- An analytic evaluative study of Hello! Book Series at the secondary stage, in regard to the writing skills in relation to the other language skills reading, listening and speaking.