A Program based on Integrating Metacognition and Neuro-Linguistic Programming to Enhance Experimental Language Secondary School Students᾽ EFL Critical Reading, Creative Writing Skills and Metalinguistic Awareness

Abstract

     The current study was mainly intended to develop the EFL experimental language secondary students' EFL critical reading, creative writing skills and metalinguistic awareness through a program based on integrating metacognition and neuro-linguistic programming. To fulfill this purpose, it adapted the two-group pre-post quasi-experimental design. Sixty (two classes) EFL second secondary students from Youssef Atwan Formal Language School, Hussainiya Directorate, Sharkia Governorate, Egypt, were assigned into two groups; thirty participants for the experimental group and thirty for the control one. The instruments of the study were EFL critical reading, creative writing, and metalinguistic awareness tests. The instruments were pre-post administered to both groups. The current study was conducted over a period of three months, over twenty-seven sessions for researching, acting, reflecting and practicing EFL critical reading, creative writing skills and metalinguistic awareness, through the first term of the academic year 2024- 2025. Finally, the results of the study revealed that the program based on integrating metacognition and neuro-linguistic programming had a positive effect on developing EFL critical reading, creative writing, and metalinguistic awareness skills of Experimental secondary stage students.