الفهرس 
Chapter One Problem and its contextOnly 14 pages are availabe for public view
 |  | from | 284 |  |  |
| | | from | 284 | | |
Abstract
The problem of the study lied on the low standard of creative
writing skills of EFL students. The aim of the study was to investigate the
effect of imaginative approach on developing the creative writing skills of
EFL first year secondary school students. The present study included
fifty- six students who were enrolled at the first year of the secondary
stage during the 2018/2019 academic year. Two classes were randomly
selected. One class (N=28 students) served as the experimental group and
the other (N=28 students) served as the control group. During the
experiment, the experimental group was taught using the imaginative
approach, while the control group was taught using the regular method.
The researcher used a pre- post creative writing test (two equaivalant
versions) as an instrument for measuring students’ creative writing skills.
Before conducting the study, the first version of the test was used as a
pre-test to make sure that the two groups were equal and homogenous in
their creative writing skills. Then, after conducting the experiment, the
second version was used as a post test to prove the effect of using the
imagenative approach on developing English creative writing skills of the
experimental group students compared with the control group students
who used the regular method..
The researcher analyzed data using the independent and paired
samples t-test using the (SPSS) program. The independent samples t-test
was used for both control and experimental groups’ scores on pre and post
creative writing test. Also, the paired samples t-test on the experimental
group’s scores on the pre and post creative writing test. The following
shows a summary of the results:
1. There is a statistically significant difference between the posttest
mean scores of the experimental group and those of the control
group on overall creative writing post-test in favor of the
experimental group.
2. There is a statistically significant difference between posttest mean
scores of the experimental group and those of the control group on
each of the creative writing skills (accuracy, fluency, flexibility,
originality and elaboration) in favor of the experimental group.
3. There is a statistically significant difference between the mean
scores of the experimental group’s pre-post test mean on overall
creative writing skills.
4. There is a statistically significant difference between the mean
scores of the experimental group’s pre- post test on each of the
creative writing skills (accuracy,fluency,flexibility,originality and
elaboration ).
Conclusion
Based on the previous results, it is clear that the present study
provided an evidance on the effect of using the imaginative approach on
developing students’ English creative writing skills compared with using
the regular method. That is due to the following factors:
1. Using the imaginative strategies such dama, art,story telling,
discussion and creative problem-solving strategies would lead to
enjoy the learning process and stimulate their imagination.
2. Using the imaginative strategies such dama, art and discussion
provides students with chances to express themselves and
therefore the student feels self-responsible during learning.
3. Using the assessments created accuracy in students’ writing
4. Using some tools such as videos, images, music and arts would
motivate students to use their imagination for learning and writing
creatively
5. Using the imaginative activities that make students able to think
and write in a creative way .The activities can be done in pairs or in
groups.
6. Using the imaginative activities helps develop their own creative
powers.
7. Working in pairs or groups activates students’ participation and
interaction with the learning material and leads for a better
communication between the teacher and learner , and among
learners themselves.
8. Feedbacking and teacher’s comments on students’ writings have
enhanced study-related skills
Recommendations
In light of the conclusion of the present study, the following
recommendations are suggested:
1) Developing traditional ways of teaching and learning processes and
trainning students on how to use their imagination and on acquiring
the skills of creativitity to think and write in creative way.
2) Providing students with more chances to express themselves and
therefore, supporting the self-instuctional skills of the students,
while the teacher concentrates only on providing guidance.
3) Developing the Egyptian schools, particularly their theatre and art
rooms.
4) Developing the educational subjects and designing them in an
intersting way using imagintive strategies and activities to make the
learning process more enjoyble and interesting.
5) Developing the imaginative approach’s techniqes and strategies to
achieve the goals of learning.
Suggestions for further research :
Out of the results and conclusion of the current study, the following
ideas for further research are also suggested:
1) Using of the imaginative approach in developing English creative
writing skills among other educational stages (primary,
preparatory....).
2) Investigating the effectiveness of using the imaginative approach in
developing English writing skills at the preparatory stage.
3) Investigating the effectiveness of using the imaginative approach in
developing English language skills at the peparatory stage..
4) Investigating the effectiveness of using the electronic boo
imaginative approach in developing English language skills at the
secondary stage.
5) Using of the imaginative approach in teaching English language for
college students.
6) Investigating the effectiveness of using the imaginative approach in
developing EFl learners’ social skills through using drama
strategy.
7) Investigating the effectiveness of using the imaginative approach in
developing EFl learners’ social skills through using art strategy.