الفهرس 
The Problem and its SignificanceOnly 14 pages are availabe for public view
 |  | from | 551 |  |  |
| | | from | 551 | | |
Abstract
1. There was a statistically significant difference between the mean scores of the control and treatment groups in the post administration of the writing performance test, at 0.01 level, in favor of the treatment group. The difference indicates that the study program had a big effect on developing the treatment group students’ writing performance as compared to that of the control group students who received the regular instruction.
2. There was a statistically significant difference between the mean scores of the treatment group in the pre and post administrations of the writing performance test, at 0.01 level, in favor of the post one. This proved the effect of the training program based on writing strategies on enhancing the participants’ level of writing performance.
3. There was a statistically significant difference between the mean scores of the control and treatment groups in the post administration of the writing self-efficacy scale, at 0.01 level, in favor of the treatment group. This emphasized the effect of the training program based on writing strategies on enhancing the treatment group participants’ level of writing self-efficacy including (self-confidence, stamina, competence and self-regulation).
4. There was a statistically significant difference between the mean scores the treatment group in the pre and post implementations of the writing self-efficacy scale, at 0.01 level, in favor of the post one. This emphasized the effect of the training program based on writing strategies on enhancing the treatment group participants’ level of writing self-efficacy including (self-confidence, stamina, competence and self-regulation).
5. There was a positive statistically significant correlation between the study sample’s scores in the post administration of the writing self-efficacy scale and the writing performance test. The correlation coefficient was (0.725), which is significant at 0.01 level.
In light of the above results, it can be concluded that the training program based on writing strategies was found to be effective in enhancing EFL-pre service teachers’ writing performance and writing self-efficacy. So, the main aim of the study was achieved proving its effect.