شبكة المعلومات العربية التربوية

The study aimed to determine the degree of implementing writing process approach of five stages: (prewriting, drafting, revising, editing and publishing). The study also aimed to reveal any statistically significant differences between means and degree of implementing of study sample of the writing process approach according to the number of teaching experience years, and number of training courses. The researcher used the descriptive method, designed an (observation card, consisting of five stages: prewriting, drafting, revising, editing and publishing, and each stage included a number of processes reaching a total of (32) processes. After the validity and reliability were verified, it was applied to the study sample; which consisted of (35) teachers for second grade secondary students. The researcher used frequencies, percentage, arithmetic means, standard deviations, cooper coefficient, Mann-Whitney test for two independent samples, Shapiro-Wilk test, and Kruskal Wallis test. The results of the study: 1) the study indicated that the degree of implementing English teachers prewriting processes was moderate.2) The study indicated that the degree of implementing English teachers drafting processes was moderate. 3) The study indicated that the degree of implementing English teachers revising processes was low. 4) The study indicated that the degree of implementing English teachers editing processes was moderate. 5) The study indicated that the degree of implementing English teachers publishing processes was low. 6) In general, the implementing of English teachers writing process approach in teaching writing composition for second grade secondary students was low, with a grand mean of (1.65). 7) there was no statistically significant differences at (0,01) level in the degree of implementing English language teachers of process approach in teaching writing composition attributed to number of teaching years, while there were statistically significant differences at ( 0,01 ) level in the degree of implementing of English language teachers of process approach in teaching writing composition attributed to attendance of training courses in favor of those having five courses or more. In the light of the results of the study, the most important recommendations were: 1) training teachers on implementing the writing process approach in teaching writing. 2) Benefiting from the list of writing process approach in designing English curriculum, and evaluating English language teachers performance. 3) Training students to use writing process approach. (Published abstract)