درجة توظيف معلمي اللغة الإنجليزية مدخل العمليات في تدريس التعبير الكتابي لطلاب الصف الثاني الثانوي بمدينة الطائف

Abstract EN

Objectives of the study : The study aimed to determine the degree of implementing writing process approach of five stages: ( prewriting, drafting, revising, editing and publishing ).

The study also aimed to reveal any statistically significant differences between means and degree of implementing of study sample of tlie wiiting process approach according to the number of teaching experience years, and number of training courses.

Methodology and Instrument : the researcher used the descriptive method, designed an ( observation card ), consisting of five stages: prewriting.

drafting; revising, editing and publishing, and each stage included a number of processes reaching a total of ( 32 ) processes.after the validity and reliability were verified, it was applied to the study sample; winch consisted of (35) teachers for Second Grade Secondary students.

Statistical methods: The researcher used frequencies, percentage, arithmetic means, standard deviations.

Cooper coefficient.

Marm-Whkney test fir two independent samples , Shapiro-Wilk test .kruskal walls test.

1- The study indicated that the degree of implementing English teachers prewriting processes was moderate.

2- The study indicated that the degree of implementing English teachers drafhng processes was moderate.

3- The study indicated that the degree of implementing English teachers revising processes was low.

4- The study indicated that the degree of implementing English teachers editing processes was moderate.

5- The study indicated that the degree of implementing English teachers publishing processes was bw.

6- In general the mplementing of English teachers writing process approach in teaching writing composition for Second Grade Secondary students was low .

with a grand mean of (1.65).

7- Tbere was no statistically significant differences at ( 0,01 ) level m the degree of implementing English language teachers of process approach m teaching writing composition attributed to number of teaching wars, while there were statistically significant differences at ( 0,01 ) level e the degree of implementing of English language teachers of process approach m teaching writing composition attributed to attendance of training courses m favor of those having five courses or more Recommendations: in the light of the results of the study, the most important recommendations were: Training teachers on inplementmg the writing process approach in teaching writing.

Benefiting from the list of writing process approach in designing English curreculam, and evaluating English language teachers performance Training students to use writing process approach