The Effectiveness of a Reflective-based Program on Developing English Academic Writing Skills at the Faculties of Education

Abstract

ABSTRACT

This quasi experimental study aimed to investigate the effectiveness of a suggested reflective-based program on developing EFL graduate students’ academic writing skills at Faculties of Education. Two intact groups of students, 26 students enrolled in the Special Diploma and 9 Master’s candidates at the Faculty of Education, Ain Shams University, were assigned the same 11-week treatment in a mixed-method research which employed both qualitative and quantitative research methods. Tools included, an Academic writing test, weekly reflective journals, for the students and the instructor, and finally, a follow up questionnaire. The results showed that there was a statistically significant difference between the pre-posttests in favor of the posttest, which unequivocally indicates the effectiveness of the suggested treatment.