The Effect of Utilizing Concept Maps on Enhancing EFL Student-Teachers' Writing performance | ||||
| مجلة کلية التربية . جامعة طنطا | ||||
| Article 19, Volume 77, Issue 4, July 2020, Page 527-549 PDF (847.19 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mkmgt.2020.236248 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Maha Mohamed Mohamed Mansour | ||||
| TEFL Demonstrator, Faculty of Education, Tanta University | ||||
| Abstract | ||||
| Writing is one of the most significant skills for the success of a university student. Writing is a highly complex act that involves brainstorming, preparing, outlining, organizing, drafting, and revising cognitive and metacognitive practices. Writing is considered to be the most dynamic and demanding skill to learn. "this difficulty for EFL students lies not only in generating and organizing ideas, but also in turning these ideas into readable texts." composing, creating, and evaluating ideas, academic writing involves a deliberate effort and a lot of practice. The product of complicated cognitive operations is any piece of writing. , writing includes four key phases: preparing (prewriting), drafting (writing), revising (drafting) and editing, in addition to three other external mandatory stages, like: Responding, (sharing), evaluating and post writing suggested by the teacher. Pre-writing supports and plays an important role in writing construction, as well | ||||
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