The aim of this research paper is to investigate the effectiveness of a suggested self-autonomy based program in developing EFL writing skills among student teachers. The design of the study is one group, pre-post test. The sample of the present study consisted of fourth year English section students at Benha Faculty of Education (N=40).The study sample taught using the self-autonomy based program. The tool of the present study consists of an EFL writing test prepared by the researcher and a rubric for correction. The test consisted of four questions that measure the EFL writing skills. It was applied on the study sample before and after implementation. Results of the study revealed that there are statistically significant differences between the mean scores of the study sample in the pre, post assessment of EFL writing skills in favor of the post assessment. Results of the study revealed that the EFL writing skills of the study sample was developed as a result of teaching through self-autonomy. Using self-autonomy enables learner to express themselves and write confidently. This confirmed that the self-autonomy is effective in developing the EFL writing skills among student teachers. It was recommended that using self-autonomy in developing other language skills such as speaking and listening among students at the different educational stages. |
