The study aimed to investigate the impact of the K-W-L-H and reciprocal teaching strategies on improving critical reading comprehension skills in the Arabic language among tenth grade students in the United Arab Emirates, To overcome the problem of students’ poor level of answering critical reading comprehension skills questions, To achieve the objectives of the study and answer its questions, the researcher followed the quasi-experimental approach, and the researcher prepared a test of critical reading comprehension skills as a tool for the study, and it was validated. The research was applied on a sample of three classes experimental sample that was taught using (K-W-L-H ) of )30( students. Another experimental class of (30) students. that was taught using reciprocal teaching strategy A control group of (30) students was selected, they be taught using the usual method,Thus, the total number of the study sample is (90) students from the tenth grade. Then the post-test of critical reading comprehension skills was conducted, and in light of the results that the researcher reached, which are the presence of statistically significant differences in favor of the self-table strategy compared to the traditional method,the presence of statistically significant differences in favor of the reciprocal teaching strategy compared to the traditional method, and the presence of significant differences An expected statistic in favor of the reciprocal teaching strategy compared to the K-W-L-H and the regular method.

This qualitative study aims to describe the Nearpod application and explain its effect in improving creative writing in the Arabic subject among grade 10 students in Applied Technology Secondary, Ajman. To achieve this objective, the researcher employed the descriptive analysis approach to analyze the digital contents of the Nearpod application through a content analysis form administered on a number of male and female teachers in the school to identify the creative writing skills that the application can serve and to analyze the requirements of students at this level. This is to develop a scorecard and determine the indicators of performance, in preparation for starting the implementation of the second research instrument, which was pre- and post-test creative writing test. It was based on the quasi-experimental approach, which relies on a purposive sample selected from the research population, which was a secondary school in the United Arab Emirates, Applied Technology Secondary, Ajman Branch. The researcher reviewed the education literature that discusses creative writing skills and formulated creative writing criteria to develop a performance level sheet (rubric) that the researcher used to assess creative writing. The researcher reviewed past studies that discuss creative writing and how to develop its skills through learning strategies and programs that contribute to improving writing skills, as well as studies that selected the Nearpod application to measure students’ level of improvement in performative skills, such as class interaction, general academic achievement, motivation, and others. However, those studies have not addressed the effect of Nearpod on improving creative writing. Therefore, the researcher conducted an experiment on a research sample of 60 female students from the tenth grade and divided them into two groups, the first was control and second experimental, to compare the means to test the effect of the application on the experimental group and accept or reject the research hypothesis: “There are statistically significant differences between the means of the control and experimental groups in creative writing skills: fluency, flexibility, originality, expansion, and writing mechanisms and organization”. It was clear from the comparison between the means of the students in the pre- and post-test, as well as the differences between the control and experimental groups, that there were statistically significant differences at a significance level of less than 0.5 in favor of the experimental group, attributed to the use of the Nearpod application, in five writing skills (fluency, flexibility, originality, expansion, and writing mechanisms and organization). It was found that the effect size was larger than 0.14, reaching 4.33, which means the superiority of the experiment, its effect on improving creative writing as a whole, and effectiveness of the application to improve the creative writing skills of tenth-grade female students. Therefore, the researcher recommended the necessity of using and adopting the Nearpod application in teaching writing skills and intensifying work on preparing training lessons that prepare for writing. The researcher also suggested conducting more experimental studies on digital learning strategies to assess their effectiveness in modern digital teaching methods.