English abstract
The present study aimed at examining the effectiveness of fish bone strategy in deve loping writing skill among male basic grade eight students in the Sultanate of Oman. Therefore, the researcher designed a manual for teachers on how to use the fish bone strategy and a list of writing skills, and a test on writing. These tools were evaluated by expert juries to check their validity. Also, the consistency was checked using Alpha coefficient which scored (0.93).
The sample of the study was divided into two groups: an experimental group of (28) male students were taught by using the fish bone strategy during the writing classes of the second semester, and the control group of (26) male students who were taught by using the conventional methods. After the experiment, both groups were given the writing skill test.
The results revealed that there is a statically significant difference at (0.05) between the means of scores of the two groups which can be attributed to the teaching method, and showed that the experimental group outperformed the control group in all skills.
Based on these results, the researcher recommends focusing on developing writing skills by using metacognitive strategies and training the pre-service teachers as well as in-service teachers of Arabic on teaching writing skills using the fish bone strategy. Moreover, the researcher recommends trying the fish bone strategy in teaching different skills of Arabic language such as reading and speaking.
