Journal of Tikrit University for Humanities

This research describes about the effectiveness of using PLEASE strategy for teaching writing skills to EFL preparatory school students. Writing is one of the important skills that express ideas, expressions and feelings. In language teaching, writing plays a vital role due to proficiency in generating, documenting and transferring varieties of messages to readers, so the writer can have a good interaction with the society. Writing skills enhances students’ abilities to produce an expressive text using their own words or devising new others via practicing different topics.
The present study aims at: Finding out the effectiveness of using PLEASE strategy on EFL preparatory school students' writing skills.
To verify the hypothesis of the study, an experiment was designed where two groups each of which had 35 students chosen randomly from the fifth grade at Sarea Preparatory School for Boys in Mosul city. One of these two groups was assigned as an EG which was taught writing skills by using PLEASE strategy, and the other as a CG which was taught writing skills by using traditional approaches. Both groups were matched in terms of their age, parents’ level of education, the level of subjects’ achievement in English for the previous academic year 2021-2022, and their scores in the pre-test.
The statistical analysis of the results reveals that the achievement of the students in writing skills in the EG is significantly higher in average than that of the students in the CG on total scores of the post-tests. The results of the study affirm the contribution of PLEASE strategy to the development of the EFL preparatory school students in writing skills. This indicates that PLEASE strategy is more favourable to learning than the traditional approaches.
In view of the findings obtained, the research ended up with a number of recommendations. Furthermore, some suggestions for further studies are provided as well.

The current study employed the DRTA strategy to teach English reading skills. This strategy is designed to allow students to progress through learning processes, improve their English reading skills, and raise their ethical awareness, ultimately resulting in students with better knowledge, skills, qualities, and morality. The present study aims at: 1) assessing the average level of the second-year intermediate school students' achievement in reading skills. 2) Finding out the effectiveness of using the DRTA strategy on EFL intermediate school students' reading skills. 3) Finding out whether there is any significant difference between the experimental group's achievement at the recognition level, on the one hand, and their achievement at the production level, on the other. To verify the formulated hypotheses, a sample of sixty female students from the second class, which constituted 22.5% of its original population, has been randomly selected and divided into two equal groups, i.e., experimental and control groups. Both groups are equalised in their ages, parents' educational attainment, their English scores in the previous year, and their achievement in the pretest. The two groups have been taught the same instructional material for a period of twelve weeks. An achievement test has been constructed, validated, its reliability obtained, its items analysed, and then applied to the two involved groups of students at the end of the instructional period of the current study. Based on the results and obtained conclusions in this work, suitable recommendations and suggestions for further studies are put forward.