شبكة المعلومات العربية التربوية

The study aims to identify the effectiveness of using some metacognitive strategies on developing classroom communication skills among female teachers students at college of fundamentals of religion. The researcher used the experimental method. The study sample consisted of twenty-eight (28) female students divided into two randomly selected groups. The first group is the experimental group that consists of the fourteenth (14) female students; belonging to division number (353). The other is the control group that consists of fourteen (14) female students belonging to the division number (354). The researcher used a performance observation card of classroom communication skills for the female teacher-student, including five topics as follows (verbal, emotional, audio, visual, and human communication). The pre and post-test application was applied to both control and experimental groups. The study results revealed and assured the effectiveness of using some metacognitive strategies on developing classroom communication skills individually, and the skills as a whole among the experimental group students at the college of fundamentals of religion in Imam Mohammad Ibn Saud Islamic University. Thus, in the light of these results, the researcher recommends encouraging faculty members of universities to optimize meta-knowledge strategies in the instruction process because of its efficacy in developing students' skills and knowledge. The researcher also recommends the inclusion of the program of teacher's preparation of modules on classroom communication skills and teacher's role in improving such skills for students. The researcher recommends that the male and female teachers shall pay attention to the development of various classroom communication skills through the optimization of strategies of the student-centered educational process. (Published abstract)