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Abstract Chapter five Discussion, conclusions & recommendations This chapter introduces the summary and conclusions of the study in the light of conclusions, it presents recommendations for improving language skills in general and finally, suggestions for further studies are provided. Summary The purpose of the present study was to investigate the effectscientific station strategy on developing writing skills for secondary school students‘ level one the experiment was conducted at Elhadad secondary school for boys and girls in Giza. The study was conducted on 60 participants in secondary school level one. They were assigned to two groups, experimental and control. 30 participants each. the researcher taught the two groups 12 sessions, twice a week, over two months , 50 minutes per session , based on the EFL writing skills checklist and the language elements revealed by analysis of the textbooks, an EFL writing skills pre and an equivalent post-test were developed. The progress achieved by the experimental group. After that, the SPSS statistic program was used for analyzing the data and identifying the differences between the two groups . Results showed that: 1. There is a statistically significant difference between the EFL writing skills post – test mean scores of the experimental group in skill of unity in favor of the experimental group. 2. There is a statistically significant difference between the EFL writing skills post – test mean scores of the experimental group in skill of coherence in favor of the experimental group3. There is a statistically significant difference between the EFL writing skills post – test mean scores of the experimental group in skill of grammar in favor of the experimental group. 4. There is a statistically significant difference between the EFL writing skills post – test mean scores of the experimental group in skill of mechanism in favor of the experimental group. 5. There is a statistically significant difference between the EFL writing skills post – test mean scores of the experimental group in skill of writing skill in favor of the experimental group. Conclusion According to the previous results, many important points should be hinted out about using scientific station strategy to enhance EFL writing skills among secondary school level one. 1. Motivating students to scientific station strategy to reduce any problems could face students in terms of EFL writing skills. 2. scientific station helped students to discover and organize their thoughts during writing. 3. Increasing students‘ awareness of writing as a process that includes pre-writing phases, editing, evaluation, revision. 4. Scientific stations helped the students promote flexible thinking and ideas organization through writing. As a result, their paragraphs and letters became more organized. 5. Scientific stations trained students to evaluate the written sample to determine the correct forms. Accordingly, they became aware of the EFL mechanics and shifting correctly between tenses. 6. Dividing students into groups made them more cooperative and feeling responsibility. 7. Moving through the station helped students to acquired self-confidenceand showing their ability to make a decision. Recommendations In the light of findings, the following points are recommended: 1. The proposed treatment in the current study can be adopted for teaching EFL writing skills at other learning stages taking into consideration the learners age, needs and levels. 2. More attention should be paid to teaching EFL writing, besides testing it. 3. Immediate positive feedback thought the EFL writing process is recommended. 4. More EFL writing activities should be included in school textbooks. 5. Adopting scientific station that suit individual learners, needs , proficiency level , background knowledge and attitudes. 6. Training students to use different learning station In different stages of EFL writing process to raise their strategy awareness. 7. Training students to form organized paragraphs and letters by using learning stations. Suggestions for further studies The study offers the following suggestions for further researchers: 1. Replicating the current study to make sure that scientific station has a positive effect on enhancing EFL Writing skills among secondary school students. 2. Using scientific stations to enhance secondary school students EFL writing skills. 3. Using scientific stations to enhance secondary school students EFL reading skills4. Using scientific stations to enhance secondary school students EFL listening skills. 5. Using scientific stations to enhance secondary school students EFLspeaking skills. 6. Using scientific stations to reduce student teacher‘s EFL writing apprehension |