Abstract:
The study aimed to investigate the writing performance of student teachers in an educational diploma program at King Abdul Aziz University )KAU( in order to improve the levels of practicing writing processes and skills. The research followed the quasi-experimental approach, which prepared a proposed )9( modeling programs in the writing processes, a test to measure the level of students' knowledge of writing processes, and a test to measure their skills as well. Two tests were given to a sample of 32 Arabic language teacher students at KAU. The results showed statistically significant differences at the level )α ≤0.05) between the mean scores of students on the pre- and posttests in writing processes and writing skills in favor of the post application, indicating the effectiveness of the program in improving the knowledge of the processes and practice skills for writing. Therefore, significant differences were found to improve students' writing processes, including the processes of the writing preparation, drafting, reviewing, final writing, and evaluation. The best practices found were the consistency between values and expressions, accuracy of writing methods, and the appropriateness of the semantic and syntactic use. The researcher recommended that future research studies should aim at improving teacher students' skills and the writing processes of secondary school's students, and at training that Arabic language teachers on the writing skills and processes.
