الفهرس 
Chapter OneOnly 14 pages are availabe for public view
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Abstract
This study aimed at investigating the effectiveness of problem-based learning in developing 3rd year English majors’ reflective writing skills. The present study utilized the one group pre/post test design. Participants were 35 third year English majors (general Education) randomly selected from the English department, Faculty of Education, Ain Shams University in 2015, 2016. The tools of the study included: A list of reflective writing skills; an analytic scoring rubric for English majors, containing the reflective writing skills appropriate for the third year English majors; a pre-post reflective writing test. A three module program was designed and taught through using problem-based learning in order to develop English majors’ reflective writing skills. Students’ pre and post test scores were analyzed using t-test. Results indicated that there was a statistically significant difference at the level of (0, 05) between the mean scores of the study group students on the reflective writing pre and post test administrations in the reflective writing skill as a whole and in each reflective writing sub skill (planning and organizing, composing and drafting, revising, editing and evaluating) favoring their post test scores. Finally, it was concluded that the problem-based learning program had a significant effect on developing 3rd year English majors reflective writing skills.
Key Words: problem-based learning - reflective writing skill, reflective writing sub skills.