Using Imagining Generative Learning Strategy for Developing EFL Writing Performance among Secondary Stage Students

Abstract

 The aim of the present study was to investigate the effectiveness of using imagining generative learning strategy in developing EFL writing performance among secondary stage students. The participants of the present study included 60 students enrolled in first year at Qwesna Secondary School for boys in Menofia Governorate, 30 served as a control group and 30 as an experimental group. The instruments and materials of the present study included an EFL writing performance checklist, a pre/post EFL writing performance skill test, and an analytic rubric for scoring analyzing students' performance in the EFL writing perfromance test, and writing apprehension scale. The present study followed the control/ experimental pre-posttest design. The EFL writing performance skill was measured before and after the experiment for both groups. The results revealed that there is a statistically significant difference between the mean scores of the control group and that of the experimental group in the post-assessment of the overall EFL writing performance skill test in favor of the experimental group. Therefore, it can be concluded that the imagining generative learning strategy is effective in developing EFL writing performance skills among secondary stage students.