الفهرس 
The Problem and its SignificanceOnly 14 pages are availabe for public view
 |  | from | 195 |  |  |
| | | from | 195 | | |
Abstract
This chapter presents a brief summary of the current study along with the main findings and conclusions reached in it. Moreover, it gives recommendations, and suggestions for further research.
5.1.Summary
The problem of the study appears in the low level of writing among second preparatory students. This might be due to the lack of clarity on the total and linked image of the curriculum.
The main aim of this study was to design a program based on inquiry based learning to develop EFL writing skills for second preparatory school students. The study was guided by the following questions:
The present study attempted to answer the following main question;
What is the effectiveness of using inquiry based Program in developing preparatory students’ English language writing skills?
To answer the above main question, the following sub-questions were also answered:
1- What are the required writing sub skills for EFL preparatory school students in the inquiry based approach? To answer this question the list of writing sub-skills was developed after reviewing the previous studies and literature of writing skills. This list was helpful in preparing the program’s activities and the teacher’s guide which aimed at developing the writing sub-skills included in the list.
2- How far do EFL preparatory school students master the identified writing skills? To answer this question a pre-post test was used to measure second year preparatory stage students’ writing sub skills.
3- What are the features of the proposed lessons for second-year English preparatory education? To answer this question, the researcher designed a teacher’s guide that contained lesson plans depending on inquiry based learning .Several sources were used to select the activities for the present study. These activities were ten modified to be appropriate for the program’s aims, and the students’ levels, needs, and interests.
4- To what extent does this program affect preparatory stage students’ writing? Three instruments were used in the present study to determine the effectiveness of using the IBA in developing the writing sub skills of second year preparatory stage students. The instruments were: Writing sub-skills inventory, a writing performance test, and a rubric for second year preparatory stage students’ writing skills.
Two groups, experimental and control, each group consisted of 30 students participated in this study. The writing test was applied to each group before the experiment. The experimental group students received training on the Inquiry- based approach and were taught writing sub skills through inquiry- based activities.. The control group was taught writing through the traditional method.
5.2.Discussion of Findings
The present study reached the following results:
1. There are statistically significant differences between the mean scores of the experimental group students on the pre- and post application of writing test in favor of the post- one. T- Test value was significant at (0.00) in each dimensions of writing test.
2. There are statistically significant differences between the mean scores of the experimental group students and that of the control group students on the writing performance post- test favoring the experimental group. The mean scores of the experimental group were greater than that of the control group. T- Test for independent measures revealed that t- values were significant at 0.00 and that is less than 0.05. This means that the IB training has proved to be effective.
3. There is a significant improvement in students’ writing after the experimental treatment through the inquiry- based approach.
5.3.Conclusion
Inquiry- based program proved effectiveness in developing second preparatory students’ writing skill in the following points:
First: the use of inquiry based program enhances ESL students writing skills.
Second: the use of inquiry based program increases students’ motivation toward learning.
Third: the use of Inquiry based program helps teachers draw a detailed picture about their students’ strengths and weakness.
The application inquiry method can improve students writing skill. The implementation of inquiry method of presentation is reasonable because it can give the students great motivation in learning writing. They can explore and express what they thought with other, they get much information and knowledge from their friends or other people. Thus, the application of inquiry method is good in improving students writing skill.
The conclusions of the present study may include an important implication based on the improvement in one of the most important language skills. i.e. improvement in writing may lead to the improvement of the other language skills. For writing skills is one of the productive skills and its development may consequently justify an improvement in the other language skills.
5.4. Recommendations
The following recommendations are presented:
Recommendations for designing an inquiry based Program:
• Using an inquiry based Program in order to teach and develop writing.
• Utilizing a variety of instructional aids in order to teach writing.
• In successful writing classes students need to be reminded of the purpose for their writing: publishing and communicating. Teacher helps students make connections between writing in the classroom and in the world at large.
• Students-writers should choose their own topics of writing that are of interest to them and their lives.
Recommendations for teachers
When using inquiry based Program teachers are advised to take into account the following:
• Keeping records of what happens in the classroom for the purposes of regular reflections.
• Being patient and persistent.
• Exposing the students to the various types of world knowledge instead of emphasizing only on one of them.
• Identifying the problems that face the students in learning how to write to overcome them while teaching.
• Using models, actions realia to introduce ideas.
• Teachers need more training in writing, it would be advisable to read books by experts in the field. They will have a stronger base for discussions concerning what writers do and how they feel when writing.
• Teachers need to encourage their students, guide and support their hesitant steps, reassure them it is acceptable to make mistakes on first drafts and remind them the purpose of the initial writing is to communicate ideas.
• As mastering the writing sub skills can be achieved gradually, students need periodical experiences to practice it. Frequency of writing increases fluency. Therefore, sufficient time to writing instruction is needed.
• As an interested audience is helpful and effective, it is recommended to adopt a sense of audience other than the teacher such as classmates, schoolmates and family members.
• Teachers should view students as authors and real writers and give them the opportunities to engage in writing as ”professionals” do.
To ensure ongoing progress and monitor quality, a constructive feedback system is critical for any program based on inquiry-based learning. It’s essential, that student work is presented to, and assessed by, fellow students, teachers, and parents, as well as professionals. That way, we build into the school a system, a cycle of improvement.
Recommendations for students
• Students’ learning needs should be addressed when designing instructional language programs.
• Students ought to be encouraged to be aware of how to follow the discipline of their own learning process to be able to keep a suitable environment for their learning.
5.5.Suggestions for Further Research
The following suggestions for further research are presented as follows:
1- Investigating the effectiveness of inquiry- based approach on a larger sample that belongs to other school levels such as secondary and primary stages to develop writing skills.
2-Further research is needed to find out the effect of more programs based on inquiry based learning on developing students’ listening and speaking skills.
3- Examining the effectiveness of inquiry- based approach to develop writing skills of ESP (English for Specific Purposes).