الفهرس 
Chapter One: Background and ProblemOnly 14 pages are availabe for public view
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Abstract
This chapter is assigned for providing a summary of the present study includes; the problem of the study, questions, limitation, sample, tools, hypotheses and findings. 5.1 problem of the study: The problem of the present study lies in the weakness in EFL writing skills among first year secondary school students. 5.2 Questions of the study To face this problem, the present study attempts to answer the following main question: What is the effectiveness of using reciprocal teaching in developing writing skills as whole? This question has the following sub questions: 1. What is the effectiveness of using reciprocal teaching in developing main idea related skills? 2. What is the effectiveness of using reciprocal teaching in developing content related skills? 3. What is the effectiveness of using reciprocal teaching in developing organization skills? 4. What is the effectiveness of using reciprocal teaching in developing language use skills? 5. What is the effectiveness of using reciprocal teaching in developing conventions skills? 5.3 Tools of the study: To fulfill the purposes of the study the researcher prepared the following tools: 1. A writing test 2. A rubric for correcting the correcting the writing skills test. 5.4 Participants of the study: The sample comprised thirty girls enrolled in the first secondary year from El-Mosheer El Gamasy School for girls, Menoufia Governorate during the second semester of the academic year 2013/2014 the participants represented one group (pre – post testing) . 5.5 Research hypotheses: 1. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on the overall writing skills test in favor of the post test among secondary school students. 2. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on main idea related skills in favor of the post test. 3. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on content related skills in favor of the post test. 4. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on organization skills in favor of the post test. 5. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on language use skills in favor of the post test. 6. There would be statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on conventions skills in favor of the post test. 5.6 Procedures of the study 1 Identifying the EFL writing skills required for first secondary school students through : A.Reviewing literature and previous studies to identify writing skills suitable for first secondary students. B.Surveying the nature of teaching EFL writing at the secondary stage through reviewing the directives of the Ministry of Education. C.Preparing a list of EFL writing skills required for first secondary students, and submitting it to a jury to verify its validity. D.Modifying the list according to the jury’s suggestions. 2 Identifying to what extent were these EFL writing skills found among first secondary school students through : A. Designing a writing test for assessing First secondary school students’ EFL writing skills and a rubric for correcting this writing test. B. Submitting the test and the rubric to a jury to verify their validity. C. Modifying the writing test and the rubric according to jury’s suggestions. D. selecting a sample of first –year secondary school students. E. Applying the writing test on the study sample for identifying to what extent they master EFL writing skills. 3 Identifying how can we use reciprocal teaching in teaching writing? A. Reviewing the literature and previous studies related to reciprocal teaching strategy. B. Identifying the procedures that will be followed during using the strategy in teaching writing 4 Identifying the effectiveness of using reciprocal teaching in developing writing skills A. Teaching to the study sample using reciprocal teaching strategy. B. Applying the writing test on the study sample after teaching. 5 Collecting and statistical analysis of the data. 6 Analyzing and interpreting results. 5.7 Findings of the study In the light of the statistical analysis of the present study, the following findings were reached. There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on the overall writing skills test in favor of the post test among secondary school students. There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on main idea related skills in favor of the post test. There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on content related skills in favor of the post test. There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on organization skills in favor of the post test. There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on language use skills in favor of the post test.There is statistically significant difference between the mean scores of the pretest and that of the post test of the experimental group on conventions skills in favor of the post test. The reciprocal teaching strategy is effective in developing the EFL writing skills among secondary school students. 5.8 Conclusion: The researcher uses reciprocal teaching strategy to improve EFL writing skills among secondary school students. The implementation of the strategy consists of sixteen sessions. Each strategy of reciprocal teaching was implemented in four sessions. The researcher uses the whole class instruction in implementation of the strategy. The researcher prepared two tools in implementing reciprocal teaching strategy. These tools are a writing test and a rubric for correcting the writing skills test. The findings of the study revealed that, study sample has developed their EFL writing skills. Therefore, reciprocal teaching strategy can be interpreted as effective in developing writing skills.