Abstract
The world is witnessing rapid progress in science and an influx of knowledge in various areas of general life and of instruction in particular, specifically in teaching English language. In order to keep pace with this progress, and considering the teacher as one of the most important pillars of teaching, especially in teaching essay writing process, he/she must undergo continuous professional development, thereby overcoming all challenges that may hinder professional development. The current study aims at investigating the Impact of the suggested programme on students' achievements in "essay writing". To conduct the study and fulfill its aims, it is hypothesized that there is no statistical significant difference between the result of the experimental group which is taught by the suggested programme and control group which is taught by traditional method in pre - posttest. A sample of (60) students has been chosen arbitrarily from the third year of the Department of English at the College of Education for Women / University of Tikrit and divided into equal groups, i.e., the experimental and control groups. The collected data has been statistically analyzed using T-test formula for two independent samples. The obtained results indicate that the suggested programme demonstrates significantly higher level in teaching essay writing than the traditional teaching programmes.
