الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
The study sought to investigate the effect of a suggested program based on Problem Space Theory for assessment to develop critical reading and writing skills of EFL second secondary stage students. Participants were 30 students and three raters from Al Abaseya and Al Basateen Prep/Secondary Institutes for Girls, Al Azhar Al Sharif institutes, Cairo Governorate. The researcher used one group quasi-experimental design. Quantitative data were obtained from the pre- posttest and the test was assessed by the integrated critical reading and writing checklist prepared by the researcher. The qualitative data were obtained from the student interest inventory,
a questionnaire for the participant teachers, observation card and unstructured interview with the participant teachers. Findings revealed that there is a statistically significant difference between the mean scores of the research group in the pre and post-test administration of the overall and the sub-skills of the critical reading and writing skills in favor of the posttest scores. Besides, the effectiveness of the suggested program on developing the critical reading and writing skills of the EFL second secondary students was proved through the triangulation of the qualitative analysis that emphasized the conclusion of the posttest scores.