الفهرس 
EFL Writing SkillOnly 14 pages are availabe for public view
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Abstract
purpose of the Study
The present study aimed at investigating the effectiveness of
SCAMPER strategy on developing EFL creative writing skills for
preparatory stage pupils.
Questions of the Study
The current study attempted to answer the following main
question:
What is the effectiveness of SCAMPER strategy in
developing EFL creative writing skills for 2nd year
preparatory stage pupils?
This question has the following sub-questions:
1. What are the creative writing skills which preparatory stage
pupils should possess?
2. What are the features of using SCAMPER strategy to develop
creative writing skills?
3. What is the effectiveness of SCAMPER strategy on developing
the following creative writing skills of 2nd preparatory stage
pupils (originality, flexibility, fluency, accuracy)?
Participants of the Study
The participants of the current study were 30 second year
preparatory school pupils (males and females) from Gamal Abo Zekry
School, Quesna, Menoufia Governorate, Egypt. The sample were selected
randomly and pre-tested using a creative writing test. They were posttested using equivalent version of pre creative writing test after they were
taught using SCAMPER strategy.- 2 -
Design of the Study
The study adopted the quasi experimental pre-post design of one
group. It involved one group, experimental group that was randomly
selected. They were 30 male and female 2nd grade preparatory stage
pupils. This group was pre-tested by using the EFL creative writing test.
After that, the treatment group was taught according to SCAMPER
strategy. The group was post-tested by using EFL creative writing test.
To find out the effectiveness of SCAMPER strategy in developing
creative writing skills for preparatory stage pupils, the differences
between the mean scores of pretest and posttest were calculated by using
the T-test.
Variables of the Study
The current study has two variables; the independent variable is
Scamper strategy, while the dependent variable is represented in EFL
creative writing skills.
Instruments of the Study
The researcher prepared and used the following instruments:
A checklist of creative writing skills.
Two equivalent versions of EFL creative writing test.
An EFL creative writing rubric.
A teacher`s guide.
Hypotheses of the Study
The researcher tried to test the following hypotheses:
There is a statistically significant difference among the average
scores of the experimental group learners in originality skill in the
pre- and post-tests in favor of the post-test.- 3 -
There is a statistically significant difference among the average
scores of the experimental group learners in fluency skill in the
pre- and post-tests in favor of the post-test.
There is a statistically significant difference among the average
scores of the experimental group learners in flexibility skill in the
pre- and post-tests in favor of the post-test.
There is a statistically significant difference among the average
scores of the experimental group learners in accuracy skill in the
pre- and post-tests in favor of the post-test.
There is a statistically significant difference among the average
overall scores of the experimental group learners in the pre- and
post-tests of creative writing skills in favor of the post-test.
Delimitations of the Study
The current study was confined to:
Sample of (30) 2nd grade pupils of preparatory stage, Gamal Abo
Zekri school – Quesna - Menoufia.
The second semester of the 2020-2021 academic year.
SCAMPER strategy was applied on the units (10, 11, 12&13) of
the second grade preparatory stage curriculums and it was focused
on developing EFL creative writing skills.
Findings of the Study
There is a statistically significant difference between the study
group`s mean scores in originality skill pre-posttests in favor of
the posttest. The study group showed a significant improvement
in originality skill where the T-value (16.17) is significant at the
(0.01) level of significance.- 4 -
There is a statistically significant difference between the mean
scores on the pre and posttests of flexibility skill in favor of the
posttest. As T-value (16.31) is significant at the level of (0.01).
There is a statistically significant difference between the mean
scores of the pre-test and the posttest of the experimental group
on the fluency skill in favor of the posttest where T-value was
(17.23) which is significant at the (0.01) level.
There is a statistically significant difference between the mean
scores of the pre-test and posttest of the experimental group on
the accuracy skill in favor of the posttest” that the T-value (24.46)
is significant at the level of (0.01).
There is a statistically significant difference between the study
group`s mean scores on overall creative writing skills pre-post
administrations in favor of the post administration”, the results
showed that there is existed a raise in the scores of the post-test
than the scores of the pre-test of overall creative writing skills.
The T-value (28.04) is significant at the level of (0.01)
Conclusions of the Study
In the light of the present study`s results, the following can be
conclude
SCAMPER strategy has been proven its effectiveness in
developing the creative writing skills (originality, flexibility,
fluency, and accuracy) for preparatory stage pupils.
The study participants` results outperformed in the post
administration compared to the pre administration of the creative
writing test as a whole and its dimensions due to using
SCAMPER strategy.- 5 -
Using SCAMPER strategy was effective in developing pupils`
positive attitudes towards creative writing in particular and
writing in general.
Recommendations of the Study
According to the study`s conclusions, the following
recommendations can be offered:
SCAMPER strategy should be used in other educational stages
such as elementary and secondary stages.
The curriculum designers should Take into consideration when
setting educational goals the development of creative writing
skills as a primary goal in all educational stages, starting from the
primary stage to the university stage
Providing EFL teachers with many workshops and training
sessions to train them on the use of modern teaching methods and
integrating them with modern technology means to develop
creative writing skills for learners of the preparatory stages in
particular and other educational stages in general.
The roles of teachers and learners should be changed. The teacher
has to perform extra roles and tasks in the classroom like s/he
performs as a guide, facilitator, monitor, organizer, planner,
besides provider of motivation, evaluation, and feedback.
Improving creative writing skills for learners should be a major
goal of EFL curriculum at all educational stages, starting from the
primary stage to the university stage. Moreover, having a basic
question in the learners` monthly and final exam.
Teacher should look to educational research to know the
effectiveness of SCAMPER strategy in developing other variables- 6 -
and skills, and know the steps to work with to develop the
learners in other aspects using SCAMPER strategy.
Training primary and preparatory stages pupils for creative
thinking skills and giving them the opportunities to express their
ideas in different ways, whether speaking or writing.
The curriculum designers should take into consideration, training
the learners the skills that depend on different types of thinking
such as the skills of creative writing, reading comprehension, and
creative listening as a primary goal in EFL curriculums.
Using modern teaching methods in which the learner is the center
of the educational process and looking forward to all that is new
in the field of research and study.
Suggestions for Further Research
Investigating the effectiveness of SCAMPER strategy on
developing other language skills like reading comprehension,
creative listening, and creative speaking.
Investigating the effectiveness of SCAMPER strategy on
developing creative writing skills for students at other educational
stages.
Clarifying the effectiveness of integrating SCAMPER strategy
and Web-based-learning on developing self-learning.
Clarifying the effectiveness of SCAMPER strategy in teaching
other writing forms like technical writing