Reading images and narrative writing as a predictor of emotional knowledge. | ||||
| مجلة کلية التربية فى العلوم التربوية | ||||
| Volume 43, Issue 3, July 2019, Page 63-95 PDF (760.89 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfees.2019.360681 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Eman Abd El-Hafeaz Mohamad Emara | ||||
| Lecturer of Curriculum and Instruction (TEFL), Faculty of Education m Damietta University | ||||
| Abstract | ||||
| The present study aimed at investigating the effect of reading images technique in developing Workers' University Ras Elbar Branch (Technology Development Section) students' narrative writing skills as a predictor of their emotional knowledge. Participants were 120 students enrolled in 1st year at University of Ras Elbar Branch in the academic year 2015/2016. They were randomly assigned to two groups; experimental and control groups. The experimental group (Technology Development section) consisted of sixty students: males (N=30) and females (N=30), while the control group (Industrial Affairs' Section) consisted of sixty students: males (N=30) and females (N=30). Four instruments were designed: A sub-skills writing inventory, a pre-post-test for measuring students' writing performance before and after the treatment, a selection of images for the reading images technique, and a scoring rubric for rating students' writings. The implementation of the experiment lasted for ten weeks. It covered 10 sessions; in addition to the sessions used for administering the pre and post-test. Results of the study illustrated the effectiveness of the reading images technique in developing narrative writing of Ras Elbar Branch Workers' University. Additionally, research results proved that male students were equal to female students concerning their performance as per writing skill, thus their performance on emotional knowledge was nearly the same. | ||||
| Keywords | ||||
| reading images technique; narrative writing skills; emotional knowledge; Workers' University | ||||
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