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Abstract purpose of the Study The present study aimed at investigating the effectiveness of SCAMPER strategy on developing EFL creative writing skills for preparatory stage pupils. Questions of the Study The current study attempted to answer the following main question: What is the effectiveness of SCAMPER strategy in developing EFL creative writing skills for 2nd year preparatory stage pupils? This question has the following sub-questions: 1. What are the creative writing skills which preparatory stage pupils should possess? 2. What are the features of using SCAMPER strategy to develop creative writing skills? 3. What is the effectiveness of SCAMPER strategy on developing the following creative writing skills of 2nd preparatory stage pupils (originality, flexibility, fluency, accuracy)? Participants of the Study The participants of the current study were 30 second year preparatory school pupils (males and females) from Gamal Abo Zekry School, Quesna, Menoufia Governorate, Egypt. The sample were selected randomly and pre-tested using a creative writing test. They were posttested using equivalent version of pre creative writing test after they were taught using SCAMPER strategy.- 2 - Design of the Study The study adopted the quasi experimental pre-post design of one group. It involved one group, experimental group that was randomly selected. They were 30 male and female 2nd grade preparatory stage pupils. This group was pre-tested by using the EFL creative writing test. After that, the treatment group was taught according to SCAMPER strategy. The group was post-tested by using EFL creative writing test. To find out the effectiveness of SCAMPER strategy in developing creative writing skills for preparatory stage pupils, the differences between the mean scores of pretest and posttest were calculated by using the T-test. Variables of the Study The current study has two variables; the independent variable is Scamper strategy, while the dependent variable is represented in EFL creative writing skills. Instruments of the Study The researcher prepared and used the following instruments: A checklist of creative writing skills. Two equivalent versions of EFL creative writing test. An EFL creative writing rubric. A teacher`s guide. Hypotheses of the Study The researcher tried to test the following hypotheses: There is a statistically significant difference among the average scores of the experimental group learners in originality skill in the pre- and post-tests in favor of the post-test.- 3 - There is a statistically significant difference among the average scores of the experimental group learners in fluency skill in the pre- and post-tests in favor of the post-test. There is a statistically significant difference among the average scores of the experimental group learners in flexibility skill in the pre- and post-tests in favor of the post-test. There is a statistically significant difference among the average scores of the experimental group learners in accuracy skill in the pre- and post-tests in favor of the post-test. There is a statistically significant difference among the average overall scores of the experimental group learners in the pre- and post-tests of creative writing skills in favor of the post-test. Delimitations of the Study The current study was confined to: Sample of (30) 2nd grade pupils of preparatory stage, Gamal Abo Zekri school – Quesna - Menoufia. The second semester of the 2020-2021 academic year. SCAMPER strategy was applied on the units (10, 11, 12&13) of the second grade preparatory stage curriculums and it was focused on developing EFL creative writing skills. Findings of the Study There is a statistically significant difference between the study group`s mean scores in originality skill pre-posttests in favor of the posttest. The study group showed a significant improvement in originality skill where the T-value (16.17) is significant at the (0.01) level of significance.- 4 - There is a statistically significant difference between the mean scores on the pre and posttests of flexibility skill in favor of the posttest. As T-value (16.31) is significant at the level of (0.01). There is a statistically significant difference between the mean scores of the pre-test and the posttest of the experimental group on the fluency skill in favor of the posttest where T-value was (17.23) which is significant at the (0.01) level. There is a statistically significant difference between the mean scores of the pre-test and posttest of the experimental group on the accuracy skill in favor of the posttest” that the T-value (24.46) is significant at the level of (0.01). There is a statistically significant difference between the study group`s mean scores on overall creative writing skills pre-post administrations in favor of the post administration”, the results showed that there is existed a raise in the scores of the post-test than the scores of the pre-test of overall creative writing skills. The T-value (28.04) is significant at the level of (0.01) Conclusions of the Study In the light of the present study`s results, the following can be conclude SCAMPER strategy has been proven its effectiveness in developing the creative writing skills (originality, flexibility, fluency, and accuracy) for preparatory stage pupils. The study participants` results outperformed in the post administration compared to the pre administration of the creative writing test as a whole and its dimensions due to using SCAMPER strategy.- 5 - Using SCAMPER strategy was effective in developing pupils` positive attitudes towards creative writing in particular and writing in general. Recommendations of the Study According to the study`s conclusions, the following recommendations can be offered: SCAMPER strategy should be used in other educational stages such as elementary and secondary stages. The curriculum designers should Take into consideration when setting educational goals the development of creative writing skills as a primary goal in all educational stages, starting from the primary stage to the university stage Providing EFL teachers with many workshops and training sessions to train them on the use of modern teaching methods and integrating them with modern technology means to develop creative writing skills for learners of the preparatory stages in particular and other educational stages in general. The roles of teachers and learners should be changed. The teacher has to perform extra roles and tasks in the classroom like s/he performs as a guide, facilitator, monitor, organizer, planner, besides provider of motivation, evaluation, and feedback. Improving creative writing skills for learners should be a major goal of EFL curriculum at all educational stages, starting from the primary stage to the university stage. Moreover, having a basic question in the learners` monthly and final exam. Teacher should look to educational research to know the effectiveness of SCAMPER strategy in developing other variables- 6 - and skills, and know the steps to work with to develop the learners in other aspects using SCAMPER strategy. Training primary and preparatory stages pupils for creative thinking skills and giving them the opportunities to express their ideas in different ways, whether speaking or writing. The curriculum designers should take into consideration, training the learners the skills that depend on different types of thinking such as the skills of creative writing, reading comprehension, and creative listening as a primary goal in EFL curriculums. Using modern teaching methods in which the learner is the center of the educational process and looking forward to all that is new in the field of research and study. Suggestions for Further Research Investigating the effectiveness of SCAMPER strategy on developing other language skills like reading comprehension, creative listening, and creative speaking. Investigating the effectiveness of SCAMPER strategy on developing creative writing skills for students at other educational stages. Clarifying the effectiveness of integrating SCAMPER strategy and Web-based-learning on developing self-learning. Clarifying the effectiveness of SCAMPER strategy in teaching other writing forms like technical writing |