الفهرس 
Review of Literature and Related StudiesOnly 14 pages are availabe for public view
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Abstract
1.1. Restatement of the Problem The current study was an attempt to investigate the effectiveness of reflection on model texts in enhancing the writing performance, writing motivation, and writing awareness of a sample of second year students at the Faculty of Education, Tanta University. 1.2. Study Questions The problem could be stated in the following main questions: 1- Which method is more effective in enhancing writing performance of EFL student teachers: pre-writing reflection, post-writing reflection, or writing without reflection? 2- To what extent will the three methods (pre-writing reflection, post-writing reflection, writing without reflection) enhance EFL student teachers’ writing awareness? 3- To what extent will the three methods enhance EFL student teachers’ writing motivation ? 1.3. Study Method 1.3.1. Study Sample The sample for the present study consisted of 111 students who were randomly selected from second year students at the Faculty of Education, Tanta University in the academic year 2015/2016. The sample was randomly divided into three groups: experimental group I (N= 36; 2 males and 34females ), experimental group II (N=39; 3 males and 36 females) and the control group(N=36; 2 males and 34 females). 1.3.2. Study Instruments The following instruments were prepared by the researcher: 1. Two equivalent forms of narrative and descriptive writing tests to be used as pre- and post- tests. A writing rubric was prepared to score students` essays. 1. A writing awareness test to measure the students` writing awareness. 2. A writing motivation questionnaire to measure the students` writing motivation. 1.3.3. The Experiment After pretesting the three groups of the study, the proposed program were taught to the three groups by the researcher. The program was administered during the second term of the academic year 2015/2016. The program included three methods: experimental group I received a pre-writing reflection program on model texts; whether experimental group II received a post-writing reflection program on model texts; on the other hand, the control group received the same writing program without any reflection on model texts. Each method was applied to investigate its effectiveness on enhancing eight writing skills: Writing an appropriate topic sentence/introduction ; writing appropriate and logical supporting details; writing appropriate and well summarized conclusion; writing logical transitions between and within paragraphs; using appropriate vocabulary; writing grammatically correct sentences;; using appropriate writing mechanics; and writing a well organized essay: introduction, body, and conclusion. First, the researcher administered to all groups two sessions about narrative paragraphs and essays and five lessons , one lesson per session (two paragraphs and three essays). Then, the researcher administered two introductory sessions about descriptive paragraphs and essays and five lessons, one lesson per session (two paragraphs and three essays). At the end of the program, the researcher administered the post test to the three groups.