000			02961cam a2200337 a 4500
003			EG-GiCUC
005			20250223031503.0
008			160507s2015 ua dh f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aPh.D
099			_aCai01.23.01.Ph.D.2015.Na.E
100	0		_aNadia Abouzeid Elhadad
245	1	4	_aThe effectiveness of a program based on the metacognitive strategy training in developing self-efficacy of the EFL secondary school students / _cNadia Abouzeid Elhadad ; Supervised Watef Ali Sheir , Magdy Mahdy Aly
246	1	5	_aبرنامج قائم على استراتيجيات القبليات العرفانية لتنمية الكفاءة الذاتية فى القراءة والكتابة باللغة الانجليزية لدى طلاب المرحلة الثانوية
260			_aCairo : _bNadia Abouzeid Elhadad , _c2015
300			_a224 P. : _bcharts , facsimiles ; _c25cm
502			_aThesis (Ph.D.) - Cairo University - Faculty of Graduate Studies in Education - Department of Curriculum and Methods of Teaching
520			_aThe present study aimed at developing the necessary reading comprehension and writing skills of the EFL first year secondary school students as well as their self-efficacy in these skills through using the metacognitive strategies. The study adopted the experimental pretest- posttest control group/experimental group design. The English Reading and Writing Skills Checklist, the Metacognitive Awareness of Reading and Writing Strategies Inventory (MARWSI), and the Reading and Writing Self-Efficacy Questionnaire were validated by a panel of jury specialized in field of curricula and methods of teaching English. In light of the skills identified, a pre-post reading and writing test was developed to measure the students' reading comprehension and writing skills. Two intact classes were randomly selected from one of Suez governmental secondary schools (The Six of October Secondary School for Boys) to serve as the experimental group (n=30 students) and the control group (n=30 students). The experimental group students received English reading and writing instruction using the metacognitive strategies, while the control group students received regular reading and writing instruction. The metacognitive strategies were taught over a period of three months. The results of the study showed that the experimental group students outperformed the control group students in the reading and writing skills and their self-efficacy in these skills became higher
530			_aIssued also as CD
653		4	_aMetacognition
653		4	_aReading comprehension
653		4	_aWriting
700	0		_aMagdy Mahdy Aly , _eSupervisor
700	0		_aWatef Ali Sheir , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aSoheir _eCataloger
942			_2ddc _cTH
999			_c56295 _d56295