شبكة المعلومات العربية التربوية

The research aimed to measure the degree of including instructional activities for metacognitive thinking skills in textbook of Lughatey El-Khalidah used by level one, intermediate schools. The author identified the metacognitive thinking skills that would fit students’ level and have them reviewed by referees. The author outlined (24) skills divided into three fields: planning (9 sub-skills), censorship and controlling (6 sub-skill), and assessment (9 sub-skills). Then he analyzes the textbooks of Lughatey El-Khalidah for the above level to measure the degree of which instructional activities include metacognitive thinking skills. The finding of the analysis showed the weakness of metacognitive thinking skills in the course of Lughatey El-Khalidah, first grade, the lack of some other skills, inadequate distribution of available skills between the student's book and the activity book and between the units of the total course. Accordingly, the author recommended that there is a necessity to integrate metacognitive thinking skills in Arabic language curricula and the training of teachers of the Arabic language. (Published abstract)