شبكة المعلومات العربية التربوية

This study aimed at presenting the linguistic activities related to the electronic portfolios for developing English language writing skill for the preparatory year students in the second level and knowing the impact of the linguistic activities related to the electronic portfolios in developing English language writing skill for preparatory year students in (Remembering, Understanding, and Implementing) skills. The problem of the study was determined in the following question: what is the impact of using the linguistic activities related to the electronic portfolios in developing English language writing skill for the preparatory year students at king Abdul Aziz University in Jeddah? . To answer the main question for the study the researcher formulated zero x null hypotheses as the following: 1-There are no statistical differences at the level of (μ > 0.05) between performance of both the experimental and controlled group when doing the English post-test for (remembering, understanding, and implementing) skills for the experimental group. 2- There are no statistical differences at the level of (μ > 0.05) between performance of both the experimental group (which is taught by the linguistics activities related to the electronic portfolios) and controlled group (which is taught by the traditional method) when doing the English post-test for the total score for (remembering, understanding, and implementing). To make sure of the validity of the study hypothesis a Quasi-experimental method was used because it fits the nature of the study very well. The study sample consisted of all the preparatory year female students on the second level at King Abdul Aziz University in English language their number is 440 students, the sample was taken intentionally, the sample also consisted of 60 students were distributed into 2 groups an experimental group of 30 students and controlled group of 30 students too. The study resulted to: There are statistical differences between the experimental and controlled group in the post-test for the writing skill on the levels of (remembering, understanding, and implementing) for the benefit of the experimental group. So, the statistical averages for the scores in the post-test for the writing skill at remembering for the experimental group is (10.48), which is higher than that for the controlled group (7.08) and on the levels of (understanding and implementing) are also the same for the benefit of the experimental group. The researcher recommended the following: 1) Using the linguistic activities related to the electronic portfolios in developing English language writing skill for the preparatory year students at king Abdul Aziz University in Jeddah for all the cognitive levels (remembering, understanding, and implementing). 2) focus on the alignment between the theoretical aspects, and practical use of electronic portfolios, and to highlight the activities that help train English teachers to be used in the development of writing skill for the preparatory year students, in teacher preparation programs. (Published Abstract)