الفهرس 
The problem and its contextOnly 14 pages are availabe for public view
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Abstract
The current study was intended to upgrade the EFL students’ creative writing skills by using a program based on predictive reading. The study had an experimental design. The researcher designed a program using the predictive reading strategy for the purpose of developing the students’ creative writing skills. The current study aimed at developing fourth year EFL students’ creative writing skills at Damietta Faculty of Education. Seventy fourth year EFL students at Damietta Faculty of Education participated in the study. They were randomly chosen and randomly assigned to an experimental group and a control group. The experimental group (N=35) received the program based on predictive reading for the purpose of developing their creative writing skills while the control group (N=35) received no treatment. To achieve the goals of the study, the researcher constructed the following tool: a creative writing test to measure the students’ creative writing skills before and after the program. The training program consisted of three units dealing with: an introductory session on creative writing skills and predictive reading activities, techniques for generating ideas, and predictive reading activities. Each unit consisted of a number of a three-hour training sessions. By the end of the training program, the post-test was implemented. The results of the pre and post-tests were treated statistically. The results of the study showed that there is a statistically significant difference between the mean scores of the experimental group and the control group students in the post-test of creative writing skills in favor of the former and there is a statistically significant difference between the mean scores of the experimental group students in the pre-test and post- test of creative writing skills in favor of the latter. Findings of the study indicated that the performance of students’ creative writing skills was improved; the predictive reading strategy had a significant effect on developing fourth year EFL students’ creative writing skills; and the program was effective.