Using Imagining Generative Learning Strategy for Developing EFL Writing Accuracy Skill among Secondary Stage Students

The aim of the present study was to investigate the effectiveness of using imagining generative learning strategy in developing EFL writing accuracy skill among secondary stage students. The participants of the present study included 60 students enrolled in second-year at Sidi Salim Secondary School for Girls in Kafr-ElSheikh Governorate, 30 served as a control group and 30 as an experimental group. The instruments and materials of the present study included an EFL writing accuracy checklist, a pre/post EFL writing accuracy skill test, and an analytic rubric for scoring and analyzing students' performance in the EFL writing accuracy test. The present study followed the control/ experimental pre-posttest design. The EFL writing accuracy skill was measured before and after the experiment for both groups. The results revealed that there is a statistically significant difference between the mean scores of the control group and that of the experimental group in the post-assessment of the overall EFL writing accuracy skill test in favor of the experimental group. Therefore, it can be concluded that the imagining generative learning strategy is effective in developing EFL writing accuracy skills among secondary stage students.