توظيف بيئات التعلم الشخصية لتنمية مهارات الكتابة الإبداعية لدى طلاب المرحلة الثانوية
The research aimed to develop creative writing skills in Arabic among secondary school students, using personal learning environments, and the researcher mixed the two approaches: descriptive, analytical, and experimental. To apply the use of knowledge sources to the experimental group, and prepare research tools and educational materials, which are: a creative writing skills questionnaire appropriate for first-year secondary school students, a creative writing skills test, a scale for grading creative writing grades, using Facebook to develop creative writing skills, and a teacher’s guide; To employ personalized learning environments, and the student handbook. To develop creative writing skills for first-year secondary school students using personal learning environments. The research found: There is a statistically significant difference between the average scores of the experimental group students in the two applications: pre- and post-test in developing creative writing skills as a whole in favor of the post-application, and there is a statistically significant difference at a significance level (0.05 ≥α) between the average scores of the control group students. And the students of the experimental group in the post-application of the creative writing skills test - in each skill separately - for the benefit of the experimental group. In light of the results, the researcher recommends the necessity of reconsidering Arabic language teacher preparation programs in line with the roles assigned to him in light of the recommendations that call for the necessity of using modern technologies in teaching the Arabic language, and benefiting from the list of creative writing skills that resulted from the research in designing a course for creative writing in Secondary stage according to the use of personal learning environments in teaching creative writing. (Published abstract)