أثر استخدام التعلم المنظم ذاتيا في تنمية مهارات التذوق الأدبي لدى طلاب الصف الأول الثانوي
In this respect, literary appreciation is the ultimate aim of studying and analyzing literary texts, and learners can achieve this through appreciating the rhetorical aspects and figures of speech in the literary text which can help him/her to better understand the text and recognize the poet's intended meaning out of lines of verse. Therefore, the learner can achieve literary appreciation skills through rhetoric and rhetorical analysis of literary texts. Self-regulated learning, in this regard, helps increase the learner's academic achievement, motivation, and emotional aspect All the above helps the learner acquire rhetorical concepts and develop their literary appreciation Thus, the problem of this study stemmed from the following instances: 1) the researcher's observation during working as a teacher of Arabic language and Islamic studies for secondary students. 2) reviewing the results and recommendations of previous studies the current study aimed to answer the following questions: 1) What literary appreciation skills are suitable for first year secondary stage students? 2) What is the scenario of the self-regulated-learning-based program for developing literary appreciation skills of first year secondary stage students? 3) How effective of the self-regulated-learning-based program in developing literary appreciation skills of first year secondary stage students? The study concluded with some results as follows: 1) The study produced a list of literary appreciation skills suitable for first year secondary students, including in its final form the following four sections: the cognitive, the rhetorical, the emotional, and the social, of which 20 sub-skills branched. 2) It also produced list of rhetorical concepts suitable for first year secondary students, including in its final form two major concepts: metonymy and synecdoche, of which 14 sub-concepts branched The SRL- based program has proven effective in developing the understudy literary appreciation skills of first year secondary students. This was evident by means of calculating differences between mean scores of students in the pre-post administrations of literary appreciation skills test as a whole and each component skill separately, where the difference was statistically significant at 0.01 level in favor of the post-administration in the literary appreciation test. Effect size of the program was also great. (Published abstract)