الفهرس 
Chapter one: The study Problem and its ContextOnly 14 pages are availabe for public view
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Abstract
The problem of the study lounged on the low level of creative writing
skills of EFL students. The researcher noticed that students suffer from
weakness in their EFL creative writing skills. There is a lack of the
ability to express their thoughts and ideas freely and confidently. The
environment at schools also is not appropriate to encourage students to
feel comfortable, relaxed, innovative, or able to produce creative ideas.
The aim of the study was to investigate the effect of extensive reading on
developing the creative writing skills of EFL first year secondary school
students. The present study included sixty students who were enrolled at
the first year of the secondary stage during the 2020/2021 academic year.
Two classes were randomly selected. One class (N=30 students) worked
as the experimental group and the other (N=30 students) worked as the
control group. During the experiment, the experimental group was taught
using the extensive reading, while the control group was taught using the
regular method.
The researcher used a pre- post creative writing test as an instrument
for measuring students’ creative writing skills. To find if both groups
were equal in their EFL creative writing skills before conducting the
study. Both groups were pre-tested using the creative writing pre-test.Chapter Five Summary, Conclusion & Recommendations
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They also post-tested. In order to make sure that the development of
student’s EFL creative writing skills was attached to the effect of
teaching by extensive reading .
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 mean scores
of the experimental group and those of the control group in the EFL
creative writing skills on the post-test in favor of the experimental
group.
2. There is a statistically significant difference between the mean scores
of the experimental group and those of the control group in the
accuracy skill on creative writing in the post-test in favor of the
experimental group
3. There is a statistically significant difference between the mean scores
of the experimental group and those of the control group in the
flexibility skill on creative writing in the post-test in favor of the
experimental group
4. There is a statistically significant difference between the mean scores
of the experimental group and those of the control group in the
fluency skill on creative writing in the post-test in favor of the
experimental group
5. There is a statistically significant difference between the mean scores
of the experimental group and those of the control group in the
originality skill on creative writing in the post-test in favor of theChapter Five Summary, Conclusion & Recommendations
86
experimental group
So teaching through the Extensive Reading Approach improve the
students’ EFL creative writing skills. It also increased their selfconfidence.
5.2. Conclusion
Based on the previous results, it is clear that the current study
provided evidence on the effect of using the Extensive Reading on
developing students’ English creative writing skills compared with
using the regular method. That is due to the following factors :
1. Extensive Reading makes it easier to participate freely without fears,
write more relaxed and more able to express feelings.
2. The students who were taught through using the Extensive Reading
Approach become motivated to participate, putting aside their
inhibitions to speak or write creatively in the target language.
3. The Extensive Reading can be used at any grade with any level and
any curriculum effectively.
4. Extensive Reading motivates the students toward learning the foreign
language, their creative writing skills, their self-image, and their
acceptance of classmates through adding different creative activities
and working in groups.
5. The Extensive Reading helps teachers become equally enthusiastic
not only about the effects of such methods on their students but also
on themselves. They also understand a creative means of teaching a
foreign language and form a better self-image.
6. There is a related relationship between teaching using the Extensive
Reading Approach and developing EFL creative writing skills.Chapter Five Summary, Conclusion & Recommendations
87
7. Using the Extensive Reading strategies leads to enjoy the learning
process and stimulate their imagination.
8. Using the Extensive Reading provides students with chances to
express themselves and therefore the student feels self-responsible
during learning.
9. Using the Extensive Reading makes students able to think and write
in a creative way .The activities can be done in pairs or in groups.
10. Feed backing and teacher’s comments on students’ writings have
enhanced study-related skills.
5.3. Recommendations
In light of the conclusion of the present study, the following
recommendations are suggested:
1. Taking into consideration creative writing skills when designing
English language students’ books.
2. Encouraging the students to participate creative writing on a daily
basis for authentic purposes (i.e., to interpret, express and write
(stories, paragraph, emails or describe actions)).
3. Teaching the extensive strategy as a part of the teacher preparation
programs in teaching creative writing skills to the students.
4. Creative writing in English language should not taught in isolation,
but it should be integrated with the other language skills (i.e. reading,
speaking, and listening).
5. Encouraging students to participate in activities which help in
developing creative writing skills.
6. The atmosphere of writing process should be communicated
cooperative and fearing to give students a sense of confidence when
writing.Chapter Five Summary, Conclusion & Recommendations
88
7. The teacher should provide students with positive feedback and
reinforcement.
8. Training teachers to improve language skills through teaching
extensive reading in secondary schools and this can be applied to
students in different school stages with all students.
9. Developing traditional ways of teaching and learning processes and
trainning students on how to use their imagination and on acquiring
the skills of creativity to think and write in creative way.
5.4. Suggestions for further research:
Due to the results and conclusion of the current study, the following
ideas for further research are also suggested:
1. Using of the extensive reading in developing English creative
writing skills among other educational stages (primary, preparatory).
2. Exploring the effectiveness of using the extensive reading in
developing English writing skills at the preparatory stage.
3. Investigating the effectiveness of using the extensive reading in
developing English language skills at the peparatory stage..
4. Examining the effectiveness of using the extensive reading in
developing English language skills at the secondary stage.
5. Using of the extensive reading in teaching English language for college
students.
6. Investigating the effectiveness of using the extensive reading in
developing EFl learners’ social skills through using drama strategy.