الفهرس 
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Abstract
Education is not preparation for life; Education is life itself (John Dewey) it is necessary to provide high quality teaching and learning in order to prepare pupils to life. The teacher is the person supposed to shoulder this responsibility of reaching quality of teaching and learning. A great teacher is one a pupil remembers forever. Teachers have long lasting impacts on the lives of their pupils and the greatest teachers inspire pupils towards success and innovation. The advantages of digital graphic organizers strategy are numerous, for example (Blankenship et al., 2005) study reported that digital organizers can serve as a support tool for pupils with emotional disorders, and the use of digital graphic organizers can lead to students with emotional disorders working independently while grasping content knowledge. (Blankenship et al., 2005) stated that the use of technology allowed greater autonomy for pupils with emotional disorders. This autonomy allowed pupils to become independent learners and gave them a tool that helped them find success in reading comprehension.
Digital graphic organizers are tools that offer ways for students to represent their thoughts or ideas using different fonts, colors, images, and even audio to consider what a text means or to write their own text (Colwell, 2015) Digital graphic organizers are strategies which help pupils to organize and visualize their ideas and help them to copy and paste from the graphic organizers to another document, (Anderson, 2014). Jamie (2015) defines digital graphic organizers as means that visually organize ideas while writing essays, taking notes, and preparing for quizzes and tests. New digital graphic organizers are available which make life much easier for teachers and help students to learn far more effectively. Instead of just going along with the old, bland templates of the past, teachers can now create graphic organizers with this software. They can take previous examples and make the necessary modifications in order to ensure that their students get the point Ajeet (2018).
(Unzueta, 2009) explored the use of a computer graphic organizer for persuasive composition writing by Hispanic students with specific learning disabilities. (Unzueta, 2009) used a multiple baseline design across subjects that lasted during the final trimester of school. The (Unzueta, 2009) study examined the effects of the graphic organizer on the following aspects: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (the shortest grammatical sentence without fragments), and overall organization. In the (Unzueta, 2009) study students planned and then wrote a persuasive essay using only paper and pencil. Later, students were asked to plan persuasive essays with the use of computer graphic organizers. The (Unzueta, 2009) study reported that the use of computer graphic organizers had a positive impact on planning and composing persuasive writing essays. In analyzing the variables, (Unzueta, 2009) reported that there was an increase in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. (Unzueta, 2009) also reported that there were minor increases in the mean number of arguments planned and written, varying effects in the percent of transferred arguments, and a decrease in the T-unit mean length.
5.1.2. Results of the Research
Based on the statistical findings of this research, the following results were observed:
1- There is no statistically significant difference between the mean scores of the treatment group and the non-treatment group in the English grammar proficiency pre test.
2- The treatment group pupils outperformed their counterparts of the non-treatment group in the English grammar proficiency post test. This was indicated by the significant differences between the mean scores of the two groups.
3- There is no statistically significant difference between the mean scores of the treatment group and the non-treatment group in the engagement pre- scale.
4- The treatment group pupils outperformed their counterparts of the non-treatment group in the engagement post scale. This was indicated by the significant differences between the mean scores of the two groups.
5- There is a statistically significant difference between the mean scores of the treatment group in favor of the post administration.
5.1.3. Findings
Several findings emerged from the present study .They are briefly stated as follows:
1. Teaching by using digital graphic organizers strategy in this research has helped pupils to be more exposed to the English language and to use it in achieving real communication purposes. Pupils were more free and interactive during the group discussions because of being provided with the proper relaxing atmosphere that might have helped them to improve their grammar performance and gain new communication experiences.
2. Teaching by using digital graphic organizers strategy provided the students with a better learning environment which developed their learning for flexible thinking. The researcher observed that pupils liked to learn English grammar by acting their roles through digital graphic organizers strategy.
3. Through teaching by using digital graphic organizers strategy, it was noticed that there was an active involvement, interaction, cooperation, and participation among students where language was used and where real learning could take place. Pupils became more interactive, serious, responsive and active. The participation in the activities of the tasks let all pupils use the language for self-expression and effective communication.
4. Students could improve their performance during the post administration of the engagement scale and the English grammar proficiency test because of being exposed to learning by using digital graphic organizers strategy. It was noticed that students began to recognize the tenses easily and they could know how to use each tense in a correct way without confusion.
5. Teaching by using digital graphic organizers strategy helped pupils to engage together effectively and created a positive atmosphere which made students relaxed and more interested in learning English grammar. Concerning the traditional method which was used to teach the control group, it was boring and made the students passive learners.
In short, teaching by using digital graphic organizers strategy encouraged students to use the target language structures for performing particular functions. In addition, it provided students with opportunities in which they could practice the target of language in a free and more creative way. So, this clearly confirmed that teaching by using digital graphic organizers strategy was effective and helped the six year primary students to be proficient in the target of English grammar they study. All in all, teaching by using digital graphic organizers strategy represented an opportunity for students to orally and written interact and actively engage in all the activities abundantly.
5.1.4. Conclusion
Within the delimitations of the study and on the basis of the study results, the following conclusions have been drawn:
1- Digital graphic organizers strategy is effective on developing pupils’ English grammar proficiency.
2- Digital graphic organizers may provide a means to foster language performance among pupils. It provides an enjoyable chance to teach grammar to EFL learners.
3- Digital graphic organizers may provide a means to foster language performance among pupils. It provides an enjoyable chance to teach grammar to EFL learners. This strategy has significance in shaping the cognitive structure and generating meaningful learning. This strategy is usable for every branch of education.
4- Digital graphic organizers strategy appears to enhance the learners’ confidence in learning English.
5- Digital graphic organizers increases the student success and remembrance by the help of its properties such as attracting attention , good presentation of information and having more enjoyable learning atmosphere.
6- Digital graphic organizers strategy represents a visual representation of the learners’ cognitive structure, and therefore, can help them learn effectively.
7- Through digital graphic organizers learners become meta-cognitively, motivationally and behaviorally active participants in their learning process.