Document Type : Academic research papers
Authors
1
Curricula and Instructions (English), Women Faculty for Arts, Sciences, and Education, Ain Shams University, Cairo, Egypt.
2
Curricula & Instructions (English), Faculty of Women for Arts, Sciences and Education, Ain Shams University, Cairo, Egypt.
3
Department of Curricula and Instructions (English), Faculty of Women for Arts, Science and Education, Ain Shams University
4
Curricula & Instructions (English), Faculty of Women for Arts, Sciences, and Education, Ain Shams University, Cairo, Egypt.
Abstract
The present study aimed at investigating the effect of using self-regulated learning with learning management tools to develop EFL student teachers’ creative writing. The study adopted a pre-post experimental one-group design. Consequently, 30 fourth-year EFL student teachers enrolled in the English Language Department, Education section, Faculty of Women for Sciences, Arts, and Education, Ain Shams University constituted participants of the study. A pre-post creative writing test—prepared by the researcher—was administrated to achieve the study aims. Students were pretested, to identify their entry level of creative writing. Then, students were introduced and adequately trained through the suggested online Self-Regulated Creative Writing Program on how to develop their overall creative fiction writing (short story) and its subskills. At the completion of the experiment, all participants were posttested. Paired-samples t-test revealed a statistically significant improvement in participants’ creative fiction writing (t=17.530, p>0.01) with a “large” effect size (d=3.200) between the pretest and the posttest in favor of the posttest. Therefore, it was concluded that self-regulated learning with learning management system tools had a significant effect on Egyptian EFL student teachers’ creative writing. Based on these results, it was recommended that self-regulated learning strategies should be used in teaching EFL classes in general and in facilitating EFL writing in particular and that learning management systems should be integrated into teaching EFL classes due to their two-folded advantages for both teachers as well as students.
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