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Abstract The problem of the study lied on the low standard of creative writing skills of EFL students. The aim of the study was to investigate the effect of imaginative approach on developing the creative writing skills of EFL first year secondary school students. The present study included fifty- six students who were enrolled at the first year of the secondary stage during the 2018/2019 academic year. Two classes were randomly selected. One class (N=28 students) served as the experimental group and the other (N=28 students) served as the control group. During the experiment, the experimental group was taught using the imaginative approach, while the control group was taught using the regular method. The researcher used a pre- post creative writing test (two equaivalant versions) as an instrument for measuring students’ creative writing skills. Before conducting the study, the first version of the test was used as a pre-test to make sure that the two groups were equal and homogenous in their creative writing skills. Then, after conducting the experiment, the second version was used as a post test to prove the effect of using the imagenative approach on developing English creative writing skills of the experimental group students compared with the control group students who used the regular method.. The researcher analyzed data using the independent and paired samples t-test using the (SPSS) program. The independent samples t-test was used for both control and experimental groups’ scores on pre and post creative writing test. Also, the paired samples t-test on the experimental group’s scores on the pre and post creative writing test. The following shows a summary of the results: 1. There is a statistically significant difference between the posttest mean scores of the experimental group and those of the control group on overall creative writing post-test in favor of the experimental group. 2. There is a statistically significant difference between posttest mean scores of the experimental group and those of the control group on each of the creative writing skills (accuracy, fluency, flexibility, originality and elaboration) in favor of the experimental group. 3. There is a statistically significant difference between the mean scores of the experimental group’s pre-post test mean on overall creative writing skills. 4. There is a statistically significant difference between the mean scores of the experimental group’s pre- post test on each of the creative writing skills (accuracy,fluency,flexibility,originality and elaboration ). Conclusion Based on the previous results, it is clear that the present study provided an evidance on the effect of using the imaginative approach on developing students’ English creative writing skills compared with using the regular method. That is due to the following factors: 1. Using the imaginative strategies such dama, art,story telling, discussion and creative problem-solving strategies would lead to enjoy the learning process and stimulate their imagination. 2. Using the imaginative strategies such dama, art and discussion provides students with chances to express themselves and therefore the student feels self-responsible during learning. 3. Using the assessments created accuracy in students’ writing 4. Using some tools such as videos, images, music and arts would motivate students to use their imagination for learning and writing creatively 5. Using the imaginative activities that make students able to think and write in a creative way .The activities can be done in pairs or in groups. 6. Using the imaginative activities helps develop their own creative powers. 7. Working in pairs or groups activates students’ participation and interaction with the learning material and leads for a better communication between the teacher and learner , and among learners themselves. 8. Feedbacking and teacher’s comments on students’ writings have enhanced study-related skills Recommendations In light of the conclusion of the present study, the following recommendations are suggested: 1) Developing traditional ways of teaching and learning processes and trainning students on how to use their imagination and on acquiring the skills of creativitity to think and write in creative way. 2) Providing students with more chances to express themselves and therefore, supporting the self-instuctional skills of the students, while the teacher concentrates only on providing guidance. 3) Developing the Egyptian schools, particularly their theatre and art rooms. 4) Developing the educational subjects and designing them in an intersting way using imagintive strategies and activities to make the learning process more enjoyble and interesting. 5) Developing the imaginative approach’s techniqes and strategies to achieve the goals of learning. Suggestions for further research : Out of the results and conclusion of the current study, the following ideas for further research are also suggested: 1) Using of the imaginative approach in developing English creative writing skills among other educational stages (primary, preparatory....). 2) Investigating the effectiveness of using the imaginative approach in developing English writing skills at the preparatory stage. 3) Investigating the effectiveness of using the imaginative approach in developing English language skills at the peparatory stage.. 4) Investigating the effectiveness of using the electronic boo imaginative approach in developing English language skills at the secondary stage. 5) Using of the imaginative approach in teaching English language for college students. 6) Investigating the effectiveness of using the imaginative approach in developing EFl learners’ social skills through using drama strategy. 7) Investigating the effectiveness of using the imaginative approach in developing EFl learners’ social skills through using art strategy. |