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Curriculum criticism is a systematic way to develop and account for programmatic action that involves procedures that are useful, practicable, ethical and accurate for the anticipated users of criticism process and findings (Patton, 1997 cited in Watanabe 2006). This article critiques an EFL textbook which has been prescribed for use in Iraqi secondary schools. First, a general definition of curriculum will be given. Following, an analysis of the target text book will show how the target learners, teachers and their community (culture) are represented in. The article then gives some suggestions as to how to alleviate some of shortcomings encountered in this textbook.

The assessment reform in Algeria is still in its embryonic stage despite the wide use of self-assessment in EFL classrooms. Little empirical research is done on how to integrate formative assessment in Higher Education. The purpose of this study is to contribute to the development of students' self-assessment by addressing the gap found in teachers' current assessment practices. Specifically, this paper explores teachers' classroom assessment practices in the English department of Bejaia University, Algeria and their attitudes and beliefs about students' self-assessment in academic writing. The study involved fourteen Algerian teachers of EFL writing who developed writing logs in which issues related to their attitudes and experiences about assessment in general and self-assessment in particular were addressed. Results permitted to frame self-assessment from teachers' perspective and identify a range of factors responsible for the development of this process in EFL classrooms. In an attempt to facilitate the integration of self-assessment into EFL writing instruction and reinforce the assessment reform, we suggested a number of implications.

The current study was conducted to examine the attempt to integrate EFL listening and writing skills of secondary stage. The study adopted descriptive design in terms of involving an inductive exploration of the data to identify a list of integrated EFL listening and writing skills of secondary stage. To achieve the aim of the study, the researchers designed an integrated EFL listening and writing skills checklist. It was administered to specialized jury members of English Language Teaching (ELT) to determine the degree of importance of each skill on the checklist. Findings of the study showed that the integrated EFL listening and writing skills list would be adequate and appropriate to the secondary stage. In the light of the findings, the researchers recommend the use of the integrated EFL listening and writing skills list for the secondary stage.

The study aimed to compare the effectiveness of both SCAMPER and RAFT strategies in improving EFL students' creative writing. The participants of the study consisted of (50) female students, who were divided into two groups; the first one consisted of (25) students taught using SCAMPER, the other one consisted of (25) students taught using RAFT. To determine the effectiveness level of the instructional strategy, a pre-post achievement test was employed. The results indicated that there were statistically significant differences in the effect of both SCAMPER and RAFT on students' creative writing, in favor of the group taught using SCAMPER strategy which indicates that SCAMPER was more effective. In light of the results, some recommendations were provided.

The current study has two main objectives: to investigate the effectiveness of problem-based learning (PBL) approach on EFL students' descriptive writing ability, and to explorefind out students' attitudes toward implementing PBL approach in class while learning how to write a descriptive paragraph in English. Eighty students from Misr University for Science and Technology (MUST) participate in this study. The participant were divided into experimental (40 students) and control group (40 students). The research instruments included pre/ post-writing tests and a questionnaire. The data were analyzed. The findings show that there was a significant difference between the mean scores of post-test of the experimental group and that of the control group. In addition, regarding the questionnaire results, students show positive attitudes toward learning in PBL approach as it motivated them and they became more passionate about the process of developing descriptive text writing skills.

Being fully aware of the importance of Writing skill as a cornerstone of EFL students\" academic and career life, their teachers should always look for what might help their students increase their proficiency and avoid their writing apprehension . Therefore, this present research attempts at investigating the EFL learners\" perception towards group work as motivational factor to write effectively. The descriptive method has been adopted using questionnaire for both third year EFL students and their teachers at the department of English in Naama University Centre. The results show that group work is an effective technique for enhancing and increasing students ,,motivation to write.

This study tries to investigate \"the role of teaching English literature in developing the writing Skill of Sudanese learners at secondary Schools of the White Nile State. Due to the very significance of writing skill to the EFL learners, the researcher tried to explore the effective ways of how teaching literature can improve the writing skill. The descriptive, analytical and the experimental methods were adopted to conduct the study. The pre and post-test were manipulated as data collection tools to measure the differences between the students who study literature and those who do not, to find out whether literature has an effective role to play in developing writing skill or not. In addition to the \"questionnaire\" which was distributed among (60) Sudanese EFL teachers chosen from different secondary schools inside the White Nile State in order to reflect their views and attitudes towards the role of literature in developing the writing skill of EFL learners. The results have revealed that literature has a vital role in developing the language skills in general, and writing skill in particular. The investigator recommends that schools' libraries should be positively fixed and the teachers should encourage the students to gain the furthest benefit from it. Textbooks should be well designed to suit the learners' standard and literature should be a part of the curriculum as a main subject.

The purpose of this research is to investigate the effectiveness of using mobile augmented reality (MAR) applications in improving students teachers' EFL descriptive writing skills and motivation towards English language. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The subjects of the research were thirty - five (N= 35) students enrolled in third year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through a mobile augmented reality (MAR) applications program. The instruments of the research included an EFL descriptive writing skills test, motivation towards English Language scale, and semi-structured interview. Results of the research revealed a statistically significant difference between the mean scores of the study participants in the pre and post administration of the EFL descriptive writing skills and motivation towards English Language in favor of the post administration. These results were ascribed to using mobile augmented reality (MAR) applications program.

This study aimed at investigating the effect of a new version of RAFT strategy developed by the two researchers on the writing achievement of English as a foreign language (EFL) students at the University of Jordan. The quasi-experimental design was used in this study. The sample consisted of 103 male and female students who were purposefully selected. The experimental group, (60) students, were taught using the developed strategy, whereas the control group, (43) students, were taught using the conventional strategy. The validity and reliability of the instruments were verified prior to implementation. A pre -post writing achievement test was administered to both groups of the study. Means, standard deviations, and MANCOVA were used to analyze the data of the study. Results revealed statistically significant differences between students' writing achievement in favor of the experimental group. Accordingly, the two researchers recommended the developed strategy to be used in the teaching of writing, as well as more studies be conducted to investigate its effect on EFL students' attitudes towards writing.

The present study aimed at developing the necessary EFL critical writing skills for secondary language school students through using Reader Response Approach. Thus, 40 secondary language school students were randomly selected and divided into two groups (20 for the experimental group and 20 for the control group). The necessary critical writing skills for secondary language school students were determined through the use of a checklist approved by a jury of specialists in teaching English. Then, a pre-post test of those skills was designed and administered to the two groups before the experiment. During the experiment, the experimental group received critical writing instruction using Reader Response Approach, while the control group received the regular instruction. After the experiment which lasted for four weeks, four hours a week, in April in the academic year 2016/2017, the test was post administered to the two groups. The statistical analysis of the obtained data from the two administrations of the targeted critical writing skills' test confirmed the effectiveness of using Reader Response Approach on developing the experimental group's targeted EFL critical writing skills. Thus, the aim of the study was achieved as using Reader Response Approach showed a large effect size and was effective in developing the necessary EFL critical writing skills for Secondary Language School Students.