إستراتيجية تدريسية مقترحة قائمة على النظرية السيميائية لتنمية مهارات القراءة التأويلية والكتابة الناقدة لدى الطلاب معلمي اللغة العربية بكليات التربية
This research aimed to develop interpretive reading and critical writing skills among Arabic language student-teachers in faculties of education through a proposed instructional strategy based on semiotic theory. The research problem was identified in the weakness of interpretive reading and critical writing skills among Arabic language student-teachers, as well as the lack of modern instructional strategies based on contemporary theories such as semiotic theory. The following research tools were developed: two questionnaires one for interpretive reading skills and the other for critical writing skills along with two tests assessing these respective skills. Additionally, the proposed instructional strategy based on semiotic theory was designed, including a teacher’s guide for its implementation and student-teachers’ worksheets. The research group was selected from student teachers in the Arabic language department at the faculty of education, Arish University, consisting of student teachers. The pre-tests for interpretive reading and critical writing were administered to them. The proposed teaching strategy, based on semiotic theory, was then implemented for the research group. Afterward, the post-tests for interpretive reading and critical writing were administered. The study yielded several key findings, the most significant of which was the effectiveness of the proposed instructional strategy based on semiotic theory in developing interpretive reading and critical writing skills among fourth-year Arabic language student-teachers at the Faculty of Education, Arish University. (Published abstract)