The Degree of Using Writing Processes Approach by Arabic Language Teachers in Teaching Writing Composition

Abstract

The study aims at investigating the degree of using writing processes approach by Arabic language teachers in teaching writing composition to the first-grade secondary students, and whether there were statistically significant differences in the degree of their use, due to the student gender, educational stream, and the school type. To achieve the aims of the study, the researchers prepared writing processes to approach scale, after verifying its validity and reliability, which consisted of (38) items, distributed into four stages; pre-writing, writing, rewriting, and post-writing. The sample of the study consisted of (468) students randomly selected from first secondary grade students in the schools of the directorate of education of Irbid center in the first semester of the academic year 2019/2020. The results of the study revealed that the degree of using the writing processes approach by Arabic language teachers in teaching writing composition as perceived by first secondary grade students was low. The results of the study also showed a statistically significant difference in the degree of use of Arabic Language teachers in the input of writing operations, attributed to the gender variable, in favor of females (students), and to the educational branch variable, in favor of the literary branch, and the absence of a statistically significant difference, attributed to the school type variable. In the light of these results, some recommendations were presented.

Keywords

• Writing processes approach, writing composition, arabic language teachers, eleventh grade students