Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods of Teaching

The present study aimed at investigating the effect of brain-based learning on developing primary school pupils' EFL writing skills and their motivation towards writing. To fulfill the purpose of the study, 60 pupils were selected from the sixth grade primary stage pupils and distributed into two groups: an experimental group who were taught through the proposed program based on brain-based learning and a control group who studied through the regular instruction. A writing skills checklist was constructed to determine the necessary writing skills for 6th grade primary stage pupils, a pre {u2013} post writing test to assess EFL pupils' writing skills before and after the study intervention, a writing rubric for assessing and scoring the EFL writing skills was included in the writing test and a writing motivation scale to assess EFL pupils' motivation towards writing. The validity and reliability of the study instruments were established before their administration. The findings of the study revealed that there were statistically significant differences between the control and experimental groups in EFL writing test and motivation towards writing in favor of the experimental group. In addition, there were statistically significant differences between pre- and post-levels of the experimental group in EFL writing test and motivation towards writing scale in favor of the post level. These results indicated that brain-based learning had enhanced and facilitated the development of EFL writing skills and motivation towards writing of primary school pupils. Based on the findings, a set of recommendations and suggestions for further research are highlighted

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