الفهرس 
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Abstract
This quantitative study is carried out to examine the effectiveness of using a visualization-based program in developing the skills of reading EFL literary texts among first-year English Department students in Faculties of Education. The participants in the study were thirty-two undergraduate university students majoring in English department in Port-Said Faculty of Education. Purposes of this study were to improve the visualization of the subjects and enhance their skills of reading and studying EFL literary texts. This study utilized a literary reading questionnaire, visualizing strategy questionnaire, vividness of visual imagery questionnaire, and a literary reading test as data sources. The proposed visualization-based program included seventeen sessions in which the subjects read a variety of poetic and narrative texts and completed a series of visualization activities. The study used a pretest, posttest one experimental group design. Results from pretest-posttest of literary reading skills were analyzed using T-test, and results from the three questionnaires were analyzed using Wilcoxon test. The findings of this 9-week study indicated that the visualization training had a positive impact on students’ skills of reading literary texts and use of visualizing strategy during reading. Findings of this study revealed that visualization could also be a highly motivational force among college students. The findings of this study also had pedagogical implications for the adopted approach that teachers take to reading literature. Literature teaching should be response-centered, emphasizing personal response and pleasure. In addition, the results of this study indicated that the subjects were indeed visualizing throughout all of the tasks presented to them. This was evident by the way they described their visualizations in the task sheets. It was of equal importance to facilitate an open environment of verbal communication that in turn, could open doors of deeper thought and understanding. Verbalizing verifies and confirms what one is seeing mentally while further solidifying the understanding created by the students during the visualization exercises. Additionally, visualization ability develops when real concrete objects are used over a period of time. Thus, teachers of literature should stimulate the literary imagination of their students and encourage them to seek the hidden meanings literary texts hold.