The impact of language activities related to electronic achievement files in the development of writing skills in English for students of the preparatory year at King Abdul Aziz University

Abstract

The aim of the study was to provide linguistic activities related to electronic achievement files for the development of writing skills in the English language for students of the preparatory year level II. As well as to investigate their impact on the development of writing skills in English for students of the preparatory year on the skills of (remembering, understanding, application). The problem of the study was identified in the following main question: "What is the impact of the use of language activities related to e-achievement files in developing English writing skills among the students of the preparatory year at King Abdulaziz University in Jeddah?" To answer the main question of the study, the researcher was able to formulate zero hypotheses as follows: 1- There are no statistically significant differences at (0,05) between the experimental group and the control group in the post-writing test in the skills of , Application) for the experimental group. 2. There were no statistically significant differences at the level of significance ( 00,05) between the average scores of the students of the two groups: the control (studied by the traditional method) and the experimental (studied using the linguistic activities associated with electronic files of achievement) At the level of the total score (remember - understand - apply), after adjusting the effect of the tribal test. In order to ascertain the validity of the hypotheses of the study, the semi-experimental method was used to suit the problem of the study. The study members of all the students of the preparatory year at King Abdul Aziz University are second level students in the English language and their number is 440 students. ) Students, were randomly divided into two experimental groups (30) students and the control group (30) also students. The study yielded the following results: There are statistically significant differences between the experimental group and the control groups in the post-writing test in the skills of (remembering, understanding, applying) for the experimental group. The mathematical mean of the post-test scores for English writing skill at the experimental group's recall level is 10.48, which is higher than the arithmetic mean of the post-test scores of the English writing skill at the memory level of the control group (7.08) and the skill (understanding and application) The experimental group. In the light of the results of the study, the researcher recommended a number of recommendations, including the following: 1. The need to link the objectives and content of English language courses at the university level to achieve the skills of using the files of electronic achievement in the development of writing skills of students of the preparatory year, Electronic files. 2. Focus on the alignment of the theoretical and practical aspects of the use of electronic achievement files, and highlight the activities that help train English teachers to use it in developing the writing skills of female students in the preparatory year in the teacher preparation programs. The researcher also presented a set of proposals for further studies to complement the subject of the current study.