Argumentative Writing Skills among Arabic Language Teachers of the Seventh

Abstract

This study aimed at identifying the argumentative writing skills among Arabic language teachers of the seventh grade in Jordan. To achieve the purpose of the study, the descriptive method was applied. The sample of the study consisted of (120) teachers (40 male and 80 female), who were chosen randomly.  The instrument of the study was a questionnaire divided into seven areas of argumentative writing, and the its psychometric properties were suitable data collection. The results showed that the argumentative writing skills for Arabic language teachers were moderate.  There were statistically significant differences on the argumentative writing skills attributed to the gender variable in favor of the females.  There were no statistically significant differences among the sample participants ascribed to qualification variable. Finally, there were statistically significant differences on argumentative writing skills ascribed the experience variable, in the favor of (10) years of experience or more.