The role of language learning strategies in developing innovative thinking among academically gifted students at the secondary stage

Abstract

The study aimed to identify the relationship that could be between the language learning strategy and innovative thinking among the students. Innovative theoretically, where the study of Mona Shehab (2000) demonstrated the effectiveness of using meta-knowledge strategies in developing the skills of the integrative learning process and innovative thinking among third-grade preparatory students. (Fawzi El-Sherbiny and Effat El-Tanawy, 2006, p. 59), as well as the self-questioning strategy, which is based on self-questioning This is done by directing the learner a set of questions to himself while processing the information he learns, which develops his awareness of thinking processes. This strategy refers to what the student does while learning to read by examining the text read and forming questions about its content that help comprehension and understanding, as understanding depends on what he does. The student generates and produces it during learning, and this strategy belongs to what is called the self-help strategy Several strategies branch out from it: self-planning, self-regulation.