أثر استراتيجية مقترحة قائمة على نظرية التعلم الاجتماعي لتنمية مهارات التحدث المكثف والكتابة الروائية الرقمية لدى تلاميذ المرحلة الابتدائية مزودجي اللغة
This research aims to develop the skills of extensive speaking and digital narrative writing for bilingual sixth-grade students by using a proposed strategy based on social learning theory. This research found a list of extensive speaking skills, another for narrative writing skills, and a third with the proposed strategy procedures. Two tests were also used, one to measure the level of extensive speaking skills and the other to measure the narrative writing skills of bilingual sixth-grade students, using two cards to assess the student's performance level as a measurement method. The research also relied on an experimental design based on two groups, one is experimental, which was taught using the proposed strategy based on social learning theory, and the other is a control group whose subjects were taught according to the usual method, with a pre/post measurement. The search's results indicated the following: There are statistically significant differences between the average scores of bilingual sixth-grade students (the experimental group) in the pre- and post-measurements of extensive speaking skills and narrative writing skills in favor of the post-measurement. There are statistically significant differences between the average scores of the experimental group and the control group enrolled in the bilingual sixth-grade students in the post-measurement of extensive speaking and narrative writing skills in favor of the experimental group. There is a clear impact of the proposed strategy based on social learning theory in developing extensive speaking skills and digital narrative writing for bilingual sixth-grade students. Social learning theory effectively links the student's community with what they study and socializing with the topics they learn. (Published abstract)