الفهرس 
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Abstract
The purpose of the present study was to determine the effectiveness of
suggested scaffolding activities in developing engineering students’
technical writing skills and their attitudes towards writing in English as
well. The study adopted the quasi- experimental design, i.e., the sample
(n=60), sophomore students, was drawn and divided randomly into the
experimental group/scaffolding group (SG) and control group/non
scaffolding group (NSG) (n= 30) for each from civil engineering
department at the Faculty of Engineering Zagazig University. The
training was conducted during the academic year 2011-2012. To collect
data, the researcher prepared three technical writing skills questionnaires
(TWSQs) addressed to civil engineering professors, experts (engineers at
workplace) and students, attitudes towards writing in English scale
(AWES) and technical writing test (TWT) through which the researcher
determined technical writing skills needed and students’ levels and
attitudes towards writing in English. The scaffolding group/SG was
taught through scaffolding activities based strategy (SABS) over a period
of three months at a rate of a two- hour session a week. Data was
processed using the statistical Package for the Social Science (SPSS). The
findings of the study showed that there was statistically significant
difference between the mean scores of the scaffolding group/SG in their
performance in the pre and post administrations of the technical writing
test and attitudes scale favoring the post administration. There was
statistically significant difference between the mean scores of the
scaffolding group/SG and the non scaffolding group/NSG in their
performance in the post administration of the technical writing test and
attitudes towards writing in English scale favoring the scaffolding group.
It was concluded that using technical writing activities with some
scaffolding techniques have a great effect on developing technical writing
skills and students’ attitudes towards writing in English.