الفهرس 
The problem of the studyOnly 14 pages are availabe for public view
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Abstract
The current study is mainly intended to develop the EFL speaking skills of the preparatory stage students through the reflective dramatized strategy (RDS) and to find its effect on their literary tendencies. Accomplishing this purpose, the present study followed the pre-post, experimental-control group design. The researcher used two groups; quasi-experimental and control groups. Conducting the current treatment, a number of eighty EFL first preparatory stage students from Al-Tahira prep school, East Zagazig Directorate, Sharkia Governorate, Egypt, were randomly allocated in two groups, forty students for quasi-experimental group and forty for the control group, characteristically managed a pre – and post – testing technique for the purpose of data gathering and analyzing . the researcher designed an EFL speaking test to measure EFL speaking skills before and after the treatment , a three-point likert scale was designed for measuring the effect of the reflective dramatized strategy on the students’ literary tendencies. The instruments were administrated before and after the treatment. Generally the current study was conducted over a period of ten weeks, along forty sessions over the first term of the academic year 2017-2018. Finally, the results of the study revealed that the reflective dramatized strategy has positive effect on developing the EFL speaking sills of the preparatory stage students and on their literary tendencies.
Keywords: Reflective Dramatized Strategy, EFL Speaking Skills, literary tendencies.