الفهرس 
Chapter oneيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The present study aimed at developing second year secondary students’ English reading and writing proficiency through the use of a proposed program based on corrective feedback strategies. The study adopted the quasi-experimental design. The study consisted of 60 students at Sheeben El Kanater secondary school for girls in Sheeben El Kanater District and was equally divided into two groups: an experimental group and a control one. Students of the experimental group received training through the proposed program based on written corrective feedback strategies, while students in the control group received regular instruction. Tools of the study included a reading skills checklist, a writing skills checklist, a pre-post-reading and writing skills test, a scoring rubric and a program satisfaction questionnaire. The study results revealed that there were statistically significant differences at 0.01 level between the mean scores of the control and the experimental groups on the posttest in favor of the experimental group in overall reading and writing skills as well as in each reading and writing sub-skill. There were also statistically significant differences at 0.01 level between the mean scores of the experimental group in the pre and post administrations of the reading and writing skills test in favor of the post administration in overall reading and writing proficiency as well as in each reading, and writing sub-skill.
Key words: Written corrective feedback (WCF), Reading and writing proficiency, Secondary stage in Egypt.