الفهرس 
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Abstract
The current study aims at developing EFL prospective teachers’ writing skills at the first year Faculty of Specific Education using Electronic Brainstorming Strategy (EBS). The participants of the study were EFL first year students (N=40) enrolled at the English section at Zagazig Faculty of Specific Education. The study adopted the quasi-experimental, one-group pre-posttest design. Here instruments and materials are closed: An EFL writing skills Checklist required for first year students, an EFL writing test and an EFL writing skills rubric. A quantitative data analysis was conducted. T-test was used to compare the means scores of the pre-test and the post-test of the study participants. The EBS was applied to the participants during the first term 2020/2021. Results revealed that the participants` EFL writing skills were developed significantly by using the electronic brainstorming strategy. Subsequently, it can be concluded that the electronic brainstorming strategy had a positive effect on developing some EFL writing skills at of EFL prospective teachers and reducing their apprehension.
Keywords: EFL writing skills, Electronic Brainstorming Strategy (EBS), EFL writing apprehension.