The current paper aimed to compile studies of Reciprocal teaching for English and Arabic language learners. We searched in the ERIC and EBSCO Databases, through recent studies. We found that reciprocal teaching is as method rather close and somewhat paradoxical, hence the interest of examining the movement of those who were the promoters. An approach that, indispensable as it is, needs to be complemented by studies on the use, interest, contributions and limitations of this teaching method in the educational field. Comparative analyzes are also needed to identify its distinguishing features and possible commonalities. It was there that appear essential, for example, when one leads a working partner to appropriate text, the other aid in the discovery of an activity. There are many advantages and disadvantages in it but, more profoundly.

This research investigates students’ ability in writing skill in the intermediate stage during the academic year 2018/2019. The research followed the analytical descriptive approach in which a test was given to a sample of (300) students in the middle stage in Arar city in Saudi Arabia. The results showed there were no statistically significant differences in students’ ability level in writing skills according to gender variable. The results revealed that there were statistically significant differences in the students’ ability level in writing skills according to the grade variable in favor of the third-grade average. The researchers recommended the need to increase the Arabic language teachers’ awareness of the importance to develop some writing skills such as writing Hamza (a glottal stop) and writing Nunation.