Utilizing a Brain- Based Learning Strategy to Develop Secondary Stage Students' EFL Critical Writing and Self – Regulation. | ||||
| مجلة القراءة والمعرفة | ||||
| Volume 24, Issue 276, October 2024 PDF (745.04 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mrk.2024.386177 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Mohammed Rasmy Mohammed Elsayed* | ||||
| Faculty of Education Instructional Technology. Dept. of Curriculum and | ||||
| Abstract | ||||
| The present study aimed at investigating the effect of a brain- based learning strategy on developing some first grade secondary stage students' EFL critical writing skills and self- regulation. The study adopted the quasi-experimental design. Participants of the study were (sixty) first year, secondary institute students from Sharqiat Mubasher secondary institute for girls, Al Ibrahemia, Al Sharqia Governorate, Egypt. They were divided into a control group (n=30) and an experimental (n=30).The experimental group was taught the prescribed EFL student book (New Hello! English for secondary schools year 1) through the brain- based learning strategy, whereas, the control group was taught the same book using regular instruction. To achieve the aim of the study, the researcher designed a questionnaire for determining the target critical writing skills and a scale for determining the most important self- regulation dimensions. Based on these critical writing skills and self- regulation dimensions, a pre-post critical writing test and a scale were designed.Then, the data were treated statistically. The findings of the study revealed that the brain- based learning strategy had a positive effect on developing first year secondary institute students' EFL critical writing skills and self- regulation. | ||||
| Keywords | ||||
| Brain- based Learning Strategy; Critical Writing Skills; Self- Regulation | ||||
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