Journal of Research in Curriculum, Instruction and Educational Technology (JRCIET)
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Effectiveness of A proposed strategy Based on the Rhetorical Analysis in Teaching QuranicTexts for developing some Skills of Linguistic Sense of the University Students, Arabic major, College of Education
Basma Abdel Rahman Gabr Muhammad
A assistant lecturer, Curriculum Dept. Arabic Teaching Methods College of Education – Minia University
Abstract: the current study has been conducted to measure the effectiveness of using a proposed strategy in teaching Qur'anic texts based on the rhetorical analysis approach in developing some skills of linguistic sense for 3rd year students majoring in Arabic. To achieve this goal, the researcher has used the quasi-experimental design with two control and experimental groups (for pre- and post testing). Each group consisted of (35) male and female students. A test of the skills of linguistic sense and the proposed strategy have been judged and verified by specialized jury. The results of the study have revealed that there are statistically significant differences between the means of scores of students of the experimental and control groups in the post-test favoring the experimental group. The results also have confirmed the effectiveness of the proposed strategy. A number of recommendations and suggested studies for further research have been submitted. Key Words: Proposed Strategy - Quranic Texts - Rhetorical Analysis Approach – Linguistic sense Skills –Student Teachers
The effectiveness of life Skills Program in Enhancing Students’ life- Satisfaction and self-efficacy among Female Students in Al Majmaah University
Dr. Mona Hamid Mohammed Abu Warda
Assistant Professor Al Majmaah University
Abstract: the purpose of this study is to investigate the effectiveness of Life Skills Training program on life satisfaction and self-efficacy of female university students. The sample size is 60 female students at Al Majmaah University held in 12 sessions of 2 hours in the training of campus space. Pretest-posttest design with no control group was employed. Participants answered to the satisfaction of life Questionnaire (SWLS) before and after they received the LST program. Data were analyzed by t-test for dependent groups and covariance method. The results showed that there were significant effectiveness of the LST program on life satisfaction and self-efficacy of female students who benefit more from the program. According to this study, life skills training can be useful to increase life satisfaction and self-efficacy of students. Keywords: life satisfaction, life skills, self-efficacy, students, program
The Availability of Critical Thinking Skills in the English Course for First Intermediate Grade: Analytical Study
Dr. Maha Affat Aldoghmi
Associate professor at curricula and instruction deptrtment, faculty of Education, Al-Jouf University
Abstract: T he aim of this study is to identify critical thinking skills required for middle school students, as well as the availability of critical thinking skills in the English language course for the first intermediate grade. The researcher used the descriptive analytical method, where she analyzed the content of the English course for the first intermediate grade by a designed content analysis form that included five main skills: Recognition of assumptions, interpretation, deduction skill, and inference skill. Findings revealed "variance" in the percentages of critical thinking main skills and sub-skills in the first intermediate grade English course. Findings also revealed that the English language course lacks a balance between the main skills of critical thinking and sub-skills, especially as the sub-skills complement the main skills. However importance sub-skills of critical thinking have, they do not achieve learning critical thinking required to be learned. Keywords: Critical Thinking Skills - English Course - First Intermediate.
Future Time Perspective in its Relationship to Academic Tasks Procrastination for Secondary Stage Students
Amr Mohamed Ibrahim Yousef
Educational Psychology Department, Faculty of Graduate Studies of Educational, Cairo University, Egypt
Abstract this paper aims to interest and identify the relationship between the Future Time Perspective with its dimensions (future extension, future density, the degree of coherence, optimism/pessimism, future orientations, time speed), and academic tasks procrastination among a sample of public secondary stage students, to investigate the effect of some demographic variables (gender, academic specialization, academic grade) on the research variables. he present research used a descriptive approach based on the study of the phenomenon as it exists in reality, and contributes to describe it accurately and clarify its characteristics by collecting information, analysis and interpretation. Results showed and revealed that there was a percentage for the prevalence of academic tasks procrastination for public secondary stage students as follows (28.5 : 63.6) didn't delay their academic tasks continuously, (29.5 : 43.5) didn't prefer their academic tasks partially, (28.5 : 31.3) preferred their academic tasks partially, There are no statistically significant differences in the item (21) for students choices (I promise myself I'll do something and then drag my feet), moreover, results revealed that there is a negative correlation statistically significant at the level (0.01) between a future time perspective degrees for six dimensions and degrees of academic tasks procrastination in public secondary stage students. Enriching the curricula at various stages, especially secondary, with topics that contribute to raising the levels of professional and academic ambition, and help to develop the perspective of the future of youth, in addition to educating young people subjects related to their future and developing a future plan in order to reduce the aggravation of unemployment among them, promote their positive vision, and reduce Negative outlook of the future. Keywords Future Time Perspective, Time Speed, Academic Tasks Procrastination, Future Extension, Future Density, Optimism/ Pessimism
Implementing Generative Learning Model to Enhance 2nd year English Majors’ Critical Reading and Writing Skills
Dr. Howida Mostafa. A. Masoud
Assistant Professor in Methodology and Instruction Dept.,
Faculty of Education, Minia University, El-Minia, Egypt
Abstract T he present study was carried out to investigate the effectiveness of using a Generative Learning Model (GLM) on fostering 2nd year English Majors’ critical reading and writing skills at Faculty of Education, Minia University. A quasi-experimental pretest-posttest control group research design was employed. A language teaching program based on GLM was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male students were randomly chosen and divided into two groups: the treatment and the non-treatment. A critical reading questionnaire, a critical writing questionnaire, a language teaching GLM-based program, a pre-post critical reading test (CRT) and a pre-post critical writing test (CWT) were used as instruments of the study. T-test was used to analyze the statistical data of the study and Eta-Squared to measure the effect size of the GLM. Results revealed that the treatment group significantly outperformed the non-treatment one on the post-performance of both the critical reading and writing tests. Discussion of these findings, recommendations and suggestions for further research are presented. Keywords : Generative Learning Model, Critical Reading and Critical Writing.
The Effect of Using a Program Based on Multiple Intelligences Theory in Teaching Geometry on Developing Preparatory StagePupils’ Habits of Mind
Halah Mahmoud Hassan
Assistant Lecturer at Dept of Curriculum and Instruction, Faculty of Education, Minia University, Egypt
ABSTRACT The ability of individuals to employ intelligent behavior when they do not know the correct answer or solution to a problem is a basic skill that must be acquired through the study of geometry, and these behaviors are called the habits of mind. The application of the theory of multiple intelligences in teaching can affect the development of these habits, because they present content in ways that suit different learners' intelligences, and thus they practice a range of mental habits according to these intelligences. The aim of this research was to identify the effect of using a program in teaching Geometry based on the theory of multiple intelligences on the development of some habits of mind of second year preparatory pupils in Minya. The research sample consisted of (72) female pupils, namely two classes chosen from among the pupils of Martyr Mohammed Hamed Abdel Hakim School in Mallawi, Minya Governorate. They were divided into an experimental group (N=36) and a control group (N=36). The research materials included a program for teaching Geometry based on the Theory of Multiple Intelligences to teach the similarity and converse of Pythagoras Theorem unit studied in the second semester. The program included a teacher’s guide and a pupil’s activity book. While the instruments of measurement included a researcher-made scale for mind habits. The findings showed that there is a statistically significant difference at (0.01) between the mean scores of the experimental group and control group on the post-application of the mind habits scale in favor of the experimental group. Keywords: Multiple Intelligence Theory - Geometry - Habits of Mind – Preparatory Stage Pupils.
The Effectiveness of using Learning Diaries in developing Critical Writing Skills for Al Azhar Preparatory School pupils
Asmaa abdel Fattah Eid Mostafa
M.A Candidate, October 6 University
Abstract T he aim of this study was to investigate the effect of learning diaries on developing Critical writing skills for Al Azhar preparatory school pupils. An quasi experimental method was adopted. Sample members of the study were 80 students, (N= 80). They were randomly chosen and divided into two groups: the experimental group and the control group after being sure that they were equivalent. A critical writing test was used to measure the critical writing skills for the Al Azhar preparatory school pupils of the sample members. Based on the students' mean scores of the test, results showed that the performance level of EDSs' writing was low. The experimental group students were trained in critical writing skills through the use of diaries learning, while the regular instruction was used with the control group. To achieve the aims of the study, the researcher designed a critical writing skills pre/ post test to measure the students' critical writing skills. It was administered to them before and after the experiment. The mean scores of the pre / post administrations of the test were treated statistically. Results also showed that there is a statistically significant difference between the post-test administrations mean scores of the experimental and the control groups in critical writing skills in favor of the experimental group." Key words: Learning Diaries , Critical Writing
The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students
Dr. Elsayed Ahmed Mohammad Sadaka
Assistant Lecturer of English Language
Abstract T his pre-post experimental study aimed at investigating the effectiveness of a strategy based on Action Research in developing English reading comprehension skills of Workers’ University students, Kafr ElSheikh branch. The participants consisted of 70 students chosen from 1st year Workers' University students, department of industrial affairs in the first semester 2018 – 2019. The researcher used the following instruments: a reading comprehension skills checklist, and a pre-posttest on reading comprehension skills. The results revealed that there are statistically significant differences at (0.05) between the mean scores of the experimental group students and those of the control group students in the post-test in English reading comprehension skills in favor of the experimental group. Furthermore, the results pointed out that there are statistically significant differences at (0.05) between the mean scores of the experimental group students in the pre and post-test of some English reading comprehension skills in favor of the post-test. Key words: action research, English reading comprehension skills
The Effectiveness of a Strategy Based on Action Research in Developing Translation Skills of Workers’ University Students
Elsayed Ahmed Mohammad Sadaka
Assistant Lecturer of English Language
Abstract T his pre-post experimental study aimed at investigating the effectiveness of a strategy based on Action Research in developing English translation skills of Workers’ University students, Kafr ElSheikh branch. The participants consisted of 70 students chosen from 1st year Workers' University students, department of industrial affairs in the first semester 2018 – 2019. The researcher used the following instruments: a translation skills checklist, and a pre-posttest on translation skills. The results revealed that there are statistically significant differences at (0.05) between the mean scores of the experimental group students and those of the control group students in the post-test in English translation skills in favor of the experimental group. Furthermore, the results pointed out that there are statistically significant differences at (0.05) between the mean scores of the experimental group students in the pre and post-test of translation skills in favor of the post-test. Key words: action research, English translation skills.
The Effectiveness of Using Dramatic Problematizer Language Learning Model in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits
Dr. Hasnaa Sabry Abdel-Hamid Ahmed Helwa
Assistant Professor at Department of Curriculum and TEFL Instruction - Faculty of Education- Benha University- Egypt
Abstract T he study aimed to investigate the effectiveness of using dramatic problematizer language learning model in developing EFL prospective teachers' critical reading skills and reading habits. The design of the study was a mixed research methodology. It combined both quantitative and qualitative methods of collecting data. The participants of the study consisted of sixty students (N=60). They were chosen from third students enrolled in English section at Benha Faculty of Education, Egypt. They were divided into two groups; an experimental group (N=30) and a control group (N= 30). The experimental group was taught through using Dramatic Problematizer Language Learning Model, while the control group was taught by the regular method. Both groups were tested before and after the treatment. The instruments of the study included an EFL critical reading skills test, an EFL reading habits scale and semi-structured interview. Results of the study revealed a statistically significant difference between the mean scores of the control group and experimental group students in the pre and post administration of the EFL critical reading skills and reading habits in favor of the experimental group. These results were ascribed to using dramatic problematizer language learning model. Keywords: Dramatic Problematizer language learning Model -EFL Critical Reading Skills - Reading Habits
The Effectiveness of Using SCAMPER Strategy in Developing English Critical Reading Skills for First Year Secondary School Students
Marwa Abdelsabour Mahfouz
MA Candidate, October 6 University
Abstract T he current study attempts to investigate the effectiveness of SCAMPER strategy in developing secondary school students’ EFL critical reading skills. The current study is a quasi-experimental pre-post one group design. The study participants were (22) first year secondary school students. To collect the data, a three-unit instruction reading comprehension program was designed. Before the treatment, the participants’ critical reading skills were pre-tested. During the course of intervention. After the study group exposed to explicit SCAMPER strategy. Results revealed that the study group mean scores on the post critical reading test surpassed that of the post-test. Accordingly, SCAMPER strategy was effective in developing EFL secondary school students’ critical reading. However, teaching English critical reading should be an integral part of EFL secondary school curriculum. Keywords: SCAMPER Strategy, Critical Reading.
Investigating EFL Prospective Teachers' Ability to Translate idioms
Heba Abdelsabour Abdelazim
MA Candidate, October 6 University
Abstract T he main objective of this study is to investigate EFL teachers' ability to translate idioms and to measure their translation strategy awareness. The study tried to answer two questions: To what extent are EFL teachers at October 6 university able to translate idioms and to what extent are EFL prospective teachers at October 6 university aware of translation strategies? The study sample is English majors at the Faculty of Education, October 6 University. Some of the EFL upcoming teachers participated in the study as they were carrying out their final exams of the second term of the academic year 2018-2019. The study involved 43 EFL prospective teachers. The study sample involved only fourth year English language majors that should be highly aware of the courses of English and translation. To collect the required data, a translation test and translation strategy awareness questionnaire were made, validated and administered. The administration of the study instruments happened in their final second term of the academic year 2018-2019. The sample of the present study were asked to translate 20 items in addition to respond to translation strategy awareness questionnaire through ticking the strategies they use in translation. Results manifest that 86.05% of the study sample were unable to pass a translation test and their awareness regarding translation strategies was poor since they got 40.42% whereas the cut-off level was 50%. Finally, some suggestions and recommendations were proposed. Key words : EFL Prospective Teachers - Ability to Translate idioms
The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students
Abdullah Khader Mohammad Al Zahrani
Curricula and Methods of Teaching English
Faculty of Education Taif University
Marwan Rasheed Arafat , Ph.D
Assistant Professor of Curricula and Methods of Teaching English -Faculty of Education Taif University
Abstract T he current study aimed at investigating the effectiveness of using drama techniques in teaching the difficult units of EFL course on developing language proficiency and on decreasing the anxiety level of intermediate stage students. The study adopted a quasi-experimental design (experimental / control). Also it included one independent variable which was the using drama techniques and two dependent variables which were developing language proficiency and decreasing the anxiety level. The sample of the study consisted of (N = 48) from the first intermediate grade students. The experimental group consisted of (N= 23) which was taught the difficult units through drama techniques. The control group consisted of (N= 25) which was taught the difficult units through the normal methods. The following instruments were used to achieve the questions of the study: A questionnaire to determine the difficult units based on the opinions of English supervisors and teachers. An achievement test in language proficiency. A diagnostic test to measure the level of anxiety among students. The t-test is used to determine the statistical differences between the mean scores of two groups. The current study indicated the positive effectiveness of using drama techniques on developing language proficiency and on decreasing the anxiety level for the 1st intermediate grade students. The following recommendations were offered: The study reached to the positive method " drama techniques". It facilitates the teaching of difficult units of EFL course for students, and encourages English supervisors and teachers to use the current strategy in teaching that makes students share and activate their thinking and abilities. It helps students to pay their attentions with teachers because the teaching through new methods as drama is very interesting, and trains English teachers to use drama techniques in their teaching. It makes teachers, use new methods, which reduce teacher’s efforts, make them guiders for students and make students participate in the class and adapt drama techniques in teaching the units in all educational stages. Key words : Drama Techniques - Difficult Units - Language Proficiency - Anxiety
The Effectiveness of Using Digital Stories (On Internet) To Improve the Literal, Organizational and Inferential Reading Comprehension Skills of English as a Second Language
Fatma Mohamed Abd Al-Aleem Abd Al-Hameed
Master Degree in Educational Technology - Faculty of
Education, King Saud University
Dr. Mashael Abd Al-Rahman Al-Shuair
Assistant Professor, Educational technology department,
Faculty of Education, King Saud University
Abstract: T he research aimed at identifying the effectiveness of digital stories in improving the literal, organizational and inferential reading comprehension skills of English as a second language for fourth grade female students. The researcher followed the semi-experimental approach; the research sample consisted of 34 female students in the fourth grade, divided into two groups, the experimental group consisted of 17 female students and the control group consisted of 17 female student. The sample was randomly selected. The research tool is a test of the literal, organizational and inferential reading comprehension skills of English language, and applied the pre-test on the experimental and control groups to ensure the homogeneity of the two groups,Then the researcher applied the digital stories on the experimental group, while the control group studied the stories in the usual way. The post-test was then appliedon the experimental and control groups. The research indicated that there were statistically significant differences at 0.05 between the experimental and control groups in the post-test to improve the literal, organizational and inferential reading comprehension skills that favor the experimental group. Keywords: digital stories, literal reading comprehension, organizational reading comprehension, inferentialreading comprehension.
The Effectiveness of a Suggested Training Course in Developing EFL Teachers' EvaluationPractices at the Secondary Stage
Dr. Shery Eid Mohammed AbdulAal
Ph.D. degree holder in TEFL from
Faculty of Education – Zagazig University
Abstract T he present study aimed at examining the effectiveness of a suggested training course in developing EFL teachers' evaluation practices at the secondary stage. The study adopted the experimental design, using one experimental group and one control group. Participants of the study were 30 in-service EFL teachers in the academic year 2016/2017. They were randomly assigned into two groups, experimental (n=15) and control (n=15). The experimental group received training through the suggested training course, while the control group continued to study the content in the traditional way. This study tried to crystallize the prime and secondary elements of training courses in general and EFL training courses in particular, and the needs of EFL in-service teachers concerning evaluation practices. Therefore, the researcher designed a suggested course to teach evaluation practices. Results indicated that there was a statistically significant difference between the mean scores of the experimental group and those of the control group favoring the post scores. It was concluded that the suggested training course was effective in enhancing EFL in-service teachers' evaluation practices. Results of these findings suggest important implications for individuals who are required to review, design, or modify teacher evaluation programs. Keywords: In-service training course – Evaluation practices.
competence and intercultural sensitivity in the EFL classroom
Dr. Mohamed Amin A. Mekheimer
Lecturer in TEFL
Faculty of Education, Beni Suef University
Abstract T his study aimed to develop and assess the relationship between intercultural communication competence and intercultural sensitivity in EFL college students in a southern Saudi Arabian university. The researcher followed an experimental design involving pretesting and posttesting on one experimental group. Participants were 123 EFL college students who were voluntarily selected for this study by convenience. A supplementary advanced reading addendum was used to develop intercultural communication competence (ICC) and intercultural sensitivity (IS) in the participants for one semester. Two scales for assessing ICC and IS were used for collecting data. Findings of bivariate correlation analysis indicated that the attributes of both scales were significantly positively correlated. This indicated that the constructs of ICC and IS were significant factors that enabled participants in the study to raise their intercultural sensitivity and enhance their intercultural communicative competence. Conclusions indicated that the concepts of intercultural communication competence and intercultural sensitivity suggest important constructs that enable language learners to engage in proper intercultural interactions. Keywords: intercultural communication; intercultural sensitivity; intercultural communication competence (development and assessment)
The effects of flipped learning approach on FL Egyptian learners to reinforce study of English
Dr. Elham Sweilam Ahmad Desouky
Lecturer of Curriculum & Instruction (TEFL),
Faculty of Education, October 6 University
Abstract T he current study has attempted to discover whether a flipped learning approach has positive effects on enhancing learning English. To achieve the purpose of the study, 158 learners participated from the English department in the faculty of Education who have taken the same English course over two sequential semesters. The participants were divided into two groups: an experimental group that used a flipped learning approach with 80 learners, while the control group of 78 learners used a communicative language teaching approach. The researcher collected the data in three ways: firstly from the results of the learners’ performance in three main tasks; secondly, from the teacher's notes on the learners’ performance during the study; and finally from the learners’ responses to three surveys. The results revealed that only the mean score of the final test was statistically significant, and the scores of the participants in the experimental group were higher on average than the scores of the participants in the control group in their last three tasks. In spite of this result, both surveys and teacher's notes expressed another point of view, showing that the participants in a flipped learning approach classroom enjoyed learning English more and were keener on participating in the learning process than the control group. Key Words: FL Egyptian learners; flipped learning approach; study of English
Using Dogme in ELT to develop student teachers' Speaking skills and their self-efficacy
Heba M.Mohamed , PhD
Associate professor of TEFL
Faculty of Education
Beni Suef University
ABSTRACT T he main purpose of this research is to determine the effectiveness of dogme in developing the student teachers' speaking skills as well as their speaking self- efficacy. Two statistical hypotheses were set to guide this research. The research adopted the one group research design to examine the study hypotheses. The participants consisted of (N=44) freshmen students English majors at the faculty of education in Beni Suef. The instruments and materials of the study represent in a pre-post speaking test, and a speaking self-efficacy scale, a checklist of speaking skills, a speaking rubric and ELT dogme . The research results revealed that dogme ELT has an impact on enhancing students' speaking skills as well as their speaking self-efficacy. This research has implications both for researchers conducting classroom-research and language teachers. Key words: Dogme–speaking skills – self-efficacy-speaking self-efficac
Recent Trends of Educational Technology For Egypt 2018
Dr. Amira Reda Mosad
Ph.D in Educational Technology
ABSTRACT T he main purpose of this research is to survey the recent literature in the field of educational technology in order to collect the latest trends of educational technology to help the Egyptian students, researchers, and the academic staff specialized in educational technology . The research used descriptive research method. Research Results: Here are the 30 trends in technology and education to look out for in 2018: Key words : Recent Trends - Educational Technology -
Evaluationsstudie für den Zusammenhang der Textauswahl und der Textkompetenzen im Lichte der Selbsteinschätung der DaF-Studierenden an der Pädagogischen Fakultät der Helwan Universität
Ass.Prof. Duaa Abd El Karim
Pädagogischen Fakultät der Helwan Universität
Abstract D ie Texte sind in der DaF-Lehrerausbildung relevant und haben eine wirksame Bedeutung. Das vierjährige Studium enthält unterschiedliche germanistische und pädagogische Fächer, in denen die DaF-Studierenden mit Texten arbeiten können. Die vorliegende Arbeit führt den Umgang mit Texten, der Textauswahl und der Textkompetenz in der universitären DaF-Lehrerausbildung vor. Welche Rolle können die Texte bei der Lehrerausbildung spielen? Und wie wirkt sich die Textauswahl auf die Textkompetenzen der Studierenden aus?. Dieser Beitrag befasst sich mit den angebotenen Texten in der universitären DaF-Lehrerausbildung an der pädagogischen Fakultät der Helwan Universität in Ägypten. Die Arbeit stützt sich zuerst auf die Einstellungen und Meinungen der DaF-Studierenden über Textauswahl und danach auf die Selbsteinschätzung ihrer Textkompetenzen. Deshalb habe ich eine Befragung entwickelt, damit die Studierenden ihre Meinungen über Texte und die Textauswahl während des Studiums ausdrücken können. Die Auswertungen und Einstellungen der Studierenden werden notiert und analysiert. Dann habe ich auch eine Befragung der Selbsteinschätzung entwickelt, damit sie ihre Textkompetenzen bewerten können. Die Ergebnisse helfen dabei, ein Profil für die Textkompetenzen bei den DaF-Studierenden zu erstellen. Am Ende werden an Hand der Ergebnisse der Befragungen und an Hand der Komponenten der universitären DaF-Lehrerausbildung Textauswahlkriterien vorgeschlagen und konsequent eingesetzt. Schlagwörter: Evaluationsstudie – Text – Textkompetenz – Textauswahlkriterien – DaF-Lehrerausbildung.
Teaching Vocabulary through Wiki: Can It Works?
Khalid Yahya Al-Johali
PhD Candidate in Curriculum and Instruction,
Umm Al-Qura University, KSA
Abstract T his study aimed at investigating the effectiveness of wiki-based instruction on vocabulary learning of third intermediate graders. It was carried out in Sabia, Jazan, Saudi Arabia in 1440/2018. It followed the experimental method using a quasi-experimental design of one experimental group. The sample consisted of 31 Saudi teenage students who studied selected words via a vocabulary wiki. The researcher designed a wiki-based vocabulary course of twelve lessons to teach 70 words picked from the third intermediate English Schoolbook (Super Goal 6) to ensure their importance and beneficialness to students. A fellow English teacher has taught the course. A vocabulary pre-test and post-test along with a closed observation card were used to collect data. Data were analyzed by descriptive statistics and one-sample t-test. The findings indicated that the wiki had slight positive effect on vocabulary learning. The results demonstrated that students achieved significantly better marks in their post-test but with a low effect size (0.48). In addition, wiki was observed as usable, motivating, vocabulary enlarging assistant, and can be perceived positively by students. In the contrary, the collaborative work level was low. Accordingly, wikis can be a good vocabulary teaching tool if well-designed and well-implemented after training both teachers and students. Keywords: Wiki, vocabulary learning, collaboration, motivation.
The Effect of a WebQuest-Based Program (WQBP) on Optimizing EFL Students' Self-Regulation
Dr. Ahmed Saad Salem, PhD
Assistant professor at Aljazeera Academy, KSA
Prof. Dr. Aly A. Qoura
Professor of ELT, Mansoura University, Egypt
Ass Prof. Mervat S. ElHadidy
Ass prof of ELT, Mansoura University, EGypt
Abstract: T he study aimed at investigating the effect of a webquest-based program (WQBP) on developing Egyptian secondary school students' self-regulation. The participants of the study were 20 students of a governmental secondary school in the town of Temay AlAmdid , Mansoura, Egypt. They were divided onto two groups: experimental group = No 20 and the control group No = 20.The study sough to answer one main question: what is the effect of a proposed webquest-based program on students' self-regulation? Two other sub-questions were posed as well: what are the features of the proposed WQBP that can enhance Ss' self-regulation? And Does the WQBP affect the secondary stage students' self-regulation? The study hypothesized that there would be a significant relationship between the WQBP and the Ss' SR. also there would be a statistically significant difference between the mean score of the experimental group and the control group on the post application of the SRQ in favor of the experimental group. A Self-Regulation Questionnaire (by Pintrich et al's, 1991) was used to measure students' self-regulation. The results were statistically treated using the SPSS package, 12th edition. The results indicated that the WQBP was effective in developing students' self-regulation. The study recommends using webquest in teaching EFL skills and subskills in addition to including it in teachers' professional development programs. Key words: Webquest – self regulation – TEFL ـ Blended learning – self-efficacy – motivation, goal setting – monitoring ـ constructivism – scaffolding
Using Flipped Learning Strategy in Fostering EFL Pre-Service Teachers’ Achievement and Motivation
Dr. Howida Mostafa A. Masoud
Assistant Professor in Department of Methodology and Instruction (TEFL), Faculty of Education, Minia University, El-Minia-Egypt
Abstract: T he present study was carried out to investigate the effectiveness of using a Flipped Learning (FL) strategy on fostering 4th year English Majors’ achievement in methodology course and their motivation towards the course at the Faculty of Education, Minia University. A quasi-experimental pre-post test control group research design was employed. A language teaching program based on FLS was developed by the researcher and used with the treatment group, whereas, the conventional lecture method was used with the non-treatment group. Sixty female and male 4th year English Majors students were randomly chosen and divided into two groups the treatment and the non-treatment groups of the research. Tools of the study included a pre-post achievement test on methodology course, a language teaching FL-based program, a checklist of students’ computer literacy and a pre-post motivation scale. Analysis of data (using t-test) revealed that the treatment group significantly outperformed the non treatment one on the post performance of the achievement test. The treatment group significantly improved on the post performance of motivation Scale as well. Discussion of these findings, recommendations and suggestions for further research are presented. Key Items: Flipped Learning, Achievement, Motivation.
Using Blended Learning for Developing Faculty of Dar Al-Uloom First Year EFL Students' Reading Comprehension and Grammatical Competence
Dr. Marwa Gamal Muhammad Shehata
TEFL Lecturer at the Dept. of Curriculum & Instruction
Faculty of Education-Minia University
Abstract: T he purpose of the study was to investigate the use of blended learning for developing Faculty of Dar Al-Uloom first year EFL students' reading comprehension and grammatical competence. Fifty students were enrolled in the first year during the academic year 2018-2019 acting as one study group participated in the study. Two tests were prepared by the researcher: a pre-post reading comprehension test and a pre-post grammatical competence one. In addition, a teachers' guide was prepared by the researcher for presenting the online and face to face sessions. Having pretested students, they were taught via blended learning. After that, they were post tested. The findings showed a considerable statistical improvement favoring the post administrations of the two tests. Moreover, there was a positive correlation between students' EFL reading comprehension and grammatical competence on the post tests. Recommendations and suggestions for further research were presented. Key words: Blended Learning- Reading Comprehension- Grammatical Competence
A Scenario-Based Program for Developing English Oral Expression Skills of Secondary Schoolers
Walaa Hasan Mohammad Mohammad
Prof Dr. Bahaa Eldin El-Sayed El-Naggar.
Professor of TEFL Faculty of Education ZagazigUniversity.
Prof. Dr. Taher Mohammad Al-Hadi
Professor of TEFL Faculty of Education Suez Canal University.
Abstract: T he purpose of this study was to identify and develop some English oral expression skills for secondary school students using a scenario-based program (SBP) in order to investigate its effectiveness in developing theirskills. The participants of the study were 30 EFL students from Al Zohour Secondary School for girls in Ismailia. The study design was quasi-experimental of one group pre-posttest. The study participants were taught the SBP which included eleven sessions developed and taught by the researcher. Data were obtained from applying an oral expression test that was administered pre and post applying the SBP. Data were then collected and analyzed statistically using t-test for paired samples, and the effect size (ES). The results of the oral expression skills test were fairly highly significant. This revealed that the developed SBP had a significantly positive effect on developing the English oral expression skills for secondary school students. Keywords: scenarios, oral expression skills, secondary schoolers
Factors that Influence Secondary School Teachers’ Acceptance of E-learning Technologies in Teaching in the Kingdom of Saudi Arabia
Dr. Abdulrahman Mohammed Alzahrani
University of Lincoln, School of Education, UK
ABSTRACT: T he researcher used the technology acceptance model (TAM) to investigate the attitudes and factors, which influence secondary school teachers’ acceptance of e-learning technologies in teaching in the city of Mecca in Saudi Arabia. Using a questionnaire, data was collected from 38 secondary schools, and 509 valid usable responses obtained. The participants were chosen at random, and hence the sample is not discriminatory in terms of teachers’ gender, subject specialisations, ages and others. The data was analysed by using SPSS 21.0 package and the Smart PLS 2.0 program, The findings indicate that the TAM can be used to explain the factors influencing teacher technology acceptance, in Saudi Arabian context.
Developing Reading Comprehension Skills Using Sheltered Instruction Observation Protocol ( SIOP) among EFL Students
Dr. Hanan Gamal Mohamed Ebedy
Lecturer of Curriculum and Instruction (TEFL)
Misr University for Science and Technology
Abstract: T his study aimed at developing reading comprehension skills using Sheltered Instruction Observation Protocol (SIOP) among second-year English majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology. The English reading comprehension skills were identified through developing a checklist. In light of the skills identified, a pre-post reading comprehension test was constructed and validated by a panel of EFL jurors .The participants, totaling 68, were divided into two equal groups of 34 students in the experimental group and 34 students in the control. The experimental group students received English reading comprehension instruction using SIOP model, while the control group students received regular reading comprehension instruction. The findings of the study showed that the experimental group students outperformed the control group students in reading comprehension skills. Keywords: reading comprehension, SIOP Model
The Impact of a Competitive Learning Strategy on Developing EFL Students' Translation Skills at the Faculty of Specific Education
Dr. Nadia Lotfy Abdel El-Hallim
Lecturer of Curriculum & EFL Instruct
Faculty of Specific Education
Dr. Mona Salah Abdalla
Lecturer of Curriculum & EFL Instruction
Faculty of Specific Education
Abstract: T he study was an attempt to investigate the impact of competitive learning on developing translation skills of the first year EFL students at the faculty of Specific Education. The sample of the study consisted of 80 students divided into two groups: An experimental group of 40 students and the control one of 40 students. The groups were randomly chosen from the EFL students at the Faculty of Specific Education. A Competitive learning strategy was used in teaching the experimental group, while the regular method was used in teaching the control one in the first term of the academic year 2017-2018. The study instruments were (a) a translation skills questionnaire which was divided into four parts of translation skills with their sub-ones underneath sub-skills including: reading comprehension, production, researching and analytical skills, (b) a translation test that was designed and validated to be used as a pre-posttest. Having administered the test, data were collected and analyzed. The results of the study revealed that the competitive learning strategy had a positive influence on translation skills. Keywords: Competitive Learning, Translation Skills, EFL
Role of theater in promoting identity and the development of the capacities of adolescents, Jurun experience (Case Study)
Dr. Randa Mahmoud Rizk Fakher – PhD
Professor of Educational Media
Faculty of Specific Education
Extract: T he current research aims to develop the capacities of the adolescents, which is considered one of the important stages and sensitive in terms of building human is an individual and building a community in terms of being an entity. The current research also focuses on promoting the positive values of this category and interest in developing their skills and to highlight attempts to support and assist that group which can offer innovative and innovative solutions through training on some important experiments monitored by research. It also appreciates the various initiatives being offered to that category. The research aims to promote the values of national identity and human values and nationalism in general. The research records some of the problems facing the community, to highlight the importance of the value of work and its benefit to the individual and society and the benefit of this for the state. The current research used the descriptive approach that is because it has an excellent ability to study the situation in a systematic scientific way and to provide realistic, correct and accurate results on the situation which are studied. That approach is commensurate with the situation we are studying, as it can describe a comprehensive, good, adequate and sufficient description which is required in order to arrive at the correct and sound results. This research included a case study through Jurun experience; it is an important experiment that has spread the theater in all Egyptian villages and it began to make plays out and quickly received acceptance and was welcomed by the people of these villages where the texts were proposed by the villagers in proportion to the problems they face and suffer from. The experience touched the problems of the villagers, so the reaction was impressive, one of the most important findings is that attention to adolescence creates a healthy society in the future, and that theater plays a prominent role in addressing the problems of society. It has a sensitive role in education and instilling positive values in individuals and societies and the research found that there is a wide gap between rural and urban people, The difference is in the level of thinking and culture due to lack of potential and the spread of negative habits. Keywords:Theater, theater, education, adolescents, children, teacher, village, prep, primary, abilities, skills, classes, talent, innovation, creativity, thinking, identity, home, education, ignorance, countryside, Beware from Mastka Play, Days of the Week Play, Lion Flying Play, Kafr El Ghalaba Play.
The Implementation of the Japanese Conceptual Lessons for Promoting the Egyptian Primary Students’ Engagement in Science Learning
Dr. Tafida Sayed Ahmed Ghanem
Research Associate Professor
National Center for Educational Research and Development (NCERD)
Abstract: T his research examine and discusses the impact of the recently introduced Japanese conceptual lessons (Hypotheses and Experiments Lessons “HEL”) on primary education in Egypt. The researcher conducted a comparison between the traditional science lessons and the Japanese conceptual lessons in science classes in urban and remote regions of Egypt in three grades of primary school. Students’ observation cards, questionnaires, students’ enjoyment of science and self-efficacy as aspects of students’ engagement in science learning, were analysed. The study identified differences between primary school students’ level of engagement in science learning in urban and remote regions as urban region had better result, and highlighted the promising impact of the Japanese conceptual lessons as a new teaching approach, comparing to the traditional method, aiming to promote primary students’ engagement in science learning in its both dimensions’ enjoyment of science and self-efficacy in primary schools. Keywords: Engagement in Science Learning, self-efficacy, Enjoyment of Science, Japanese Conceptual Lessons, primary education, Urban and Remote Regions.
Using a Computer-based Scaffolding Strategy to Enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation
Heba Mostafa Elmansi Mostafa
Demonstrator in Curriculum & Instruction Department (EFL)
Prof. Dr. El-Sayed Mohamad Dadour
Professor of Curriculum & Instruction (EFL)
Faculty of Education
President of Damietta University
Prof. Dr. Aly AbdelSamea Qoura
Professor of Curriculum & Instruction (EFL)
Faculty of Education
Abstract: T he study aimed at investigating the effect of using a computer-based scaffolding strategy to enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation. The participants of the study were Sixty (60) first year preparatory School Students from Al-Zayaat preparatory school, New Damietta, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a reading comprehension skills checklist, a computer and Internet Skills Survey to choose the sample of the study, pre posttest of reading comprehension and Pintrich et al's (1991 & 1993) Self-Regulation Questionnaire (SRQ). The researcher taught both groups: the experimental group was taught through using a computer-based scaffolding strategy while the control group was taught through the traditional way of teaching. The results of the study revealed that there were statistically significant differences between the mean scores of the experimental group and the control group in the reading comprehension skills in addition to self-regulation in favor of the experimental group. The effect size of using a computer-based scaffolding strategy was found to be high. The study recommends using a computer-based scaffolding strategy as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers. Key Words: Computer, Scaffolding, Reading Comprehension, Self-Regulation.
Teachers’ Use Of Technology In Science Supports Student Knowledge
Wail Zain Fakherji
Graduate PhD Student
Department of Curriculum and Instruction
Mississippi State, Mississippi
Abstract T he phenomenon of technology-enhanced impact on teaching science is explored in this proposal with the goal of addressing the need to foster student understanding through the use of technology. The findings of this research; based on analysis of data from surveys undertaken by teachers and students, are a vivid indication that despite the high cost that accompanies implementation of technology in teaching and learning science through acquisition of hardware and training, there is consensual benefit in terms of increased discernment and ease of scientific knowledge delivery derived from the use of technology. As such, this proposal affirms the need for the incorporation of technology in teaching and learning science as a suitable way of enhancing the delivery of scientific information and concepts, as well as, improving understanding among students. Keywords: Technology, science, students, teachers, schools.
Emploi de la stratégie de la formation à distance pour développer quelques compétences linguistiques et communicatives des enseignants non spécialisés de FLE
Tag Al Din Mohammed Eid
Maître de conférences de la méthodologie de FLE à la faculté de pédagogie
Université de Minia
Résumé en français C omme les futurs enseignants non spécialisés souffrent du manque des compétences linguistiques et communicatives de FLE. Par conséquent, le chercheur a essayé dans la recherche actuelle de développer un certain nombre de ces compétences chez eux. Pour préciser la problématique de la recherche, il a appliqué un questionnaire des besoins de formation aux futurs enseignants non spécialisés de FLE inscrits à l’unité des études supérieures à faculté de pédagogie de Minia en 2018 pour avoir un diplôme général en pédagogie. , il a profité de l’analyse de ce questionnaire à élaborer une grille des compétences linguistiques et communicatives utiles destinée aux futurs enseignants. Il a désigné un stage qui compte trois unités ayant un contenu intéressant du vocabulaire, de règles grammaticales et des activités de communication orale en français. Grâce au progrès des outils technologiques le contenu de ce stage était à la disposition des étudiants inscrits au diplôme général à faculté de pédagogie de Minia au deuxième semestre en 2018 d’après de CD d’après l’internet .Ils ont appris le stage à distance. Pour mesurer l’efficacité de ce stage basé sur la formation à distance, le chercheur a appliqué les pré/post tests de vocabulaire, de grammaire et de communication orale. En analysant statistiquement les résultats des membres de l’échantillon par le programme de SPSS, le chercheur a constaté que l’apprentissage de stage en fonctionnant la formation à distance a un effet très positif à améliorer les compétences linguistiques et communicatives chez les futurs enseignants non spécialisés.
Evaluating Cultural Content in EFL Secondary School Textbooks in Saudi Arabia
Zohour Ali Sulaiman Hawiti
Department of Curricula and Teaching Methods
Faculty of Education and Arts
University of Tabuk
Dr. Nayel Youssef Saif
Associate Prof. of curricula and Instruction
Dr. Mohamed Farrag Badawi
Associate Prof. of TEFL
Abstract: A Textbook is an important instructional means for both teachers and students everywhere in general. Thus, a textbook is an effective instrument for the educational practice through which values and senses of individuals and nations can be reflected. Therefore, the present study attempted to evaluate the cultural content of the pilot edition of the EFL course “Flying High” assigned this year 1435 / 1436 h to selected High School . The researcher focused on the analysis of Saudi-secondary stage textbooks with the ultimate goal of identifying the cultural contents included. The data of the cultural content in the targeted sample of EFL text- books were collected by three ways: one is the theme of the whole unit; including the gist of the pre-reading, the second, will be the cultural information in details embodied in the pre-reading. Thirdly, a checklist was developed for exploring the cultural content embedded in secondary stage textbooks. In a general sense, the cultural content of the target three textbooks are not adequate to support common Saudi cultural values. Accordingly, the cultural content of the target three textbooks should be rewritten to match common Saudi cultural values.
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning
Sara Albadawy Abdel-Naby Alashry
A teacher of English
Dr. Aly Abdel-Samea Qoura
Professor of Curriculum &Instruction: TEFL
Dr.Rehab Hamadtoh Abu-Alghait Gohar
Lecturer of Curriculum& Instruction: TEFL
Abstract T he current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy
Dr. Marwa Gamal Muhammad Shehata
TEFL Lecturer at the Dept. of Curriculum & Instruction
Faculty of Education- Minia University
Abstract T he present study aimed at investigating the use of flipped learning for enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy. A quasi-experimental pretest- posttest control group design was employed. Seventy third year Faculty of Education English majors in the academic year 2017-2018 were randomly divided into two intact groups: a treatment group and a non-treatment one. A teacher's guide was designed by the researcher in the light of the flipped learning strategy and used with the treatment group, whereas, the conventional way of instruction was used with the non-treatment group. The data of the study were gathered by a pre-post reflective teaching skills test and a learning autonomy scale. Instruments of the study included a needs assessment questionnaire on the reflective teaching skills, a language proficiency test, a reflective teaching skills test and a learning autonomy scale. Analysis of data obtained showed that the treatment group achieved a higher degree of improvement in the post testing than the non- treatment group on both the reflective teaching skills test and the learning autonomy scale. Recommendations and suggestions for further research were presented. Key words: Flipped learning - Reflective Teaching Skills- Learning Autonomy
Utilizing Vocabulary Self-Collection Strategy Plus in Developing EFL Primary Stage Pupils’ Vocabulary Learning and Risk-Taking
Dr. Faten A. Zahran
Department of English, Horus University in Egypt
Abstract T he aim of this study was to measure the effect of utilizing vocabulary self-collection strategy plus in developing primary stage pupils' vocabulary learning and their level of risk-taking. It was anticipated that pupils receiving training using vocabulary self-collection strategy plus would reveal greater gains in vocabulary learning and risk-taking. Two instruments -designed by the researcher- that include: vocabulary achievement test and risk-taking scale were used for data collection. Results shown that the traditional method used to teach vocabulary is not as significant as vocabulary self-collection strategy plus that developed pupils' vocabulary learning and their level of risk-taking. It was concluded that the experimental group outperformed the control group on the post vocabulary achievement test and risk-taking scale as a result of using the vocabulary self-collection strategy plus. Key Words: Vocabulary Learning, Risk-Taking, Vocabulary Self-Collection Strategy Plus.
A Proposed Metacognition-Based CALL Program to Improve EFL Students’ Reading Comprehension Skills and Motivation
Doaa Ali Abdrabou Ali
Aly A. Qoura
Rehab H. Gohar
Amin S. Amin
Abstract T he purpose of the current study was to improve EFL secondary school students’ reading comprehension skills and motivation using a proposed metacognition-based CALL program. The study was implemented on 15 EFL secondary school students. A pre-post reading comprehension skills test was designed and used as an instrument in this study to assess students’ reading comprehension skills before and after the experimental treatment. In addition, a motivation for reading scale was also used as an instrument to assess students' motivation to read. The study concluded that the study group outperformed the control group in both the reading comprehension skills test and the motivation for reading scale. Therefore, the proposed metacognition-based CALL program proved to be effective to improve EFL secondary school students’ reading comprehension skills and motivation. This was deduced through the effect size of the treatment on students’ reading comprehension skills and motivation. As a result, the need for more researches to improve reading comprehension skills and motivation using some proposed metacognition-based CALL programs is required. Key words: Reading comprehension skills, Metacognition, Computer-Assisted Language Learning (CALL), EFL secondary school students
Cognitive Factors Affecting Language Learning and Acquisition of Native and Non-Native Speakers
Ahmed Mohamed Ahmed Elgamal
Instructor of English
Faculty of Arts & Humanities,
Suez Canal University, Ismailia, Egypt
Abstract T his study aimed to identify the factors that affect first language acquisition for its native speakers. It also aimed to investigate the effect of cognitive factors, and metacognitive strategies on second or foreign language learning. In order to achieve the study objectives , 30 English major students were drawn from the Faculty of Arts, Suez Canal University to be the participants of the study during the academic year 2017/2018. They were given a questionnaire to respond to. It consists of 30 items covering three dimensions including: (1) factors affecting first language acquisition, (2) cognitive factors affecting language learning, and (3) metacognitive strategies affecting language learning. Responses were collected and analyzed. Based on the study results, it is concluded that the innate ability and social experience or surrounding environment are factors affecting first language acquisition. Cognitive factors including memory (its forms and types), attention and awareness, and forgetting, affect second or foreign language learning. Metacognitive strategies, such as planning, self-monitoring, self-evaluation, and setting priorities also play a significant role in language learning. Keywords: EFL, Cognitive factors, First Language Acquisition, Second or Foreign Language Learning, Native and Non-Native Speakers
Developing Creative Writing Skills through a Short Story-Based Program Marwa Mostafa Abbas El-Mahdy
Dr. Aly A. Qoura
Professor of TEFL, Faculty of Education
Curriculum & Instruction Dept
Dr. Mervat El Hadidy
Associate Prof. of TEFL, Faculty of Education
Curriculum & Instruction Dept
Abstract T he present study aimed to investigate the impact of a program based on short stories to develop EFL secondary school students' creative writing skills (fluency, flexibility, originality and elaboration). To achieve the purpose of the study, two instruments were constructed; a questionnaire of creative writing skills to determine the most important creative writing skills for first year secondary school students and a pre-post creative writing test. The participants of the study consisted of 60 girls divided into two groups; experimental group and control group from first year secondary school students of Sinbellawein secondary school for girls. The results of the study indicated that the use of short story enhanced the creative writing skills of first year secondary school students. It was recommended that EFL course designers include creative writing skills and train teachers on using creative writing activities. Key words: Creative Writing skills, Short Story, Egypt.
Un programme proposé pour conscientiser les enseignants du FLE autour de la dyslexie
Dr. Chaïmaa Mohamed Tawfik Mohamed
Maître de conférences de didactique du FLE – Département de curricula & méthodologie- Faculté de Pédagogie – Université d'Alexandrie.
Résumé L e but ultime de cette étude était d'éveiller la conscience des enseignants du FLE autour de la notion de la dyslexie. En vue d'atteindre ce but, la chercheuse a élaboré deux outils: un programme proposé aux enseignants et un pré- post test autour de la dyslexie. Quant au programme, il était destiné à douze enseignants du FLE inscrits au diplôme général de l'année académique 2015/ 2016. Il leur présentait, de manière plus ou moins exhaustive, la dyslexie: sa définition, ses causes, ses répercussions, quelques aménagements pédagogiques censées amoindrir les conséquences néfastes de la dyslexie, etc. Afin de tester l'efficacité de ce programme à conscientiser les enseignants du FLE à propos de la dyslexie, la chercheuse a appliqué un pré-post test sur le groupe en question tout en ayant recours au «test W des signes et rangs» de Wilcoxon pour deux échantillons appariés. Les résultats de l'étude montrent clairement que les différences entre les notes des enseignants au pré-post-test sont significatives en faveur du post-test, ce qui met en exergue l'effet positif qu'exerce ce programme sur la conscience des enseignants du FLE autour de la dyslexie. Mots clés: Troubles de langage, dyslexie, conscience, enseignants du FLE.
Before it’s Too Late Teaching mathematics and science at danger
A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century
Prof. Reda Mossed Elsaid
Abstracted by: Prof. Reda Mossed Elsaid In an age now driven by the relentless necessity of scientific and technological advance, the current preparation that students in the United States receive in mathematics and science is, in a word, unacceptable. Recent reports of the performance of our country’s students from both the Third International Mathematics and Science Study (TIMSS) and the National Assessment of Educational Progress (NAEP) echo a dismal message of lackluster performance, now three decades old; it’s time the nation heeded it—before it’s too late.Four important and enduring reasons underscore the need for our children to achieve competency in mathematics and science: (1) the rapid pace of change in both the increasingly interdependent global economy and in the American workplace demands widespread mathematics- and science-related knowledge and abilities; (2) our citizens need both mathematics and science for their everyday decision-making; (3) mathematics and science are inextricably linked to the nation’s security interests; and (4) the deeper, intrinsic value of mathematical and scientific knowledge shapes and defines our common life, history, and culture. Mathematics and science are primary sources of lifelong learning and the progress of our civilization.
The Effectiveness of Various Types of Feedback on Primary Stage Students' Writing
Engy Mahmoud Ahmed
An English Language Teacher
Prof. Dr. Aly A. Qoura , Dr. Samah Rezk Hassan
Prof. of Curriculum&Instruction(TEFL)Faculty of Education Mansoura University
Abstract: T his study aimed at investigating the effectiveness of using various types of feedback on students' writings at the primary school to enhance their ability to express their ideas. This study adopted the quasi experimental design. The participants of the study were forty students in the sixth year primary school. They were divided randomly into three experimental groups. The first one received oral conferences feedback while the second one got peer feedback. The third group was provided the traditional written feedback directly by teachers. Instruments of the study were a pre-post EFL writing test and a writing rubric to assess pupils' writing according to the identified sub-skills. The instruction using various types of feedback was applied in the first term of academic year (2016/2017) and lasted for two months. The findings suggested that using Oral Conferences Feedback affects students' writing in a positive way than providing only the traditional written feedback from teachers or Peer Feedback. Oral Conferences Feedback enhances students' motivation to practise writing skill. It provides opportunities for pupils to negotiate the meaning and clarify teachers' written Feedback. Key Words: Writing Skill- Oral Conferences Feedback- Peer Feedback- Teacher Written Feedback
The Effectiveness of Consilience on Teaching Science Supported with Visual Arts in Developing Some Primary Stage Pupils' Visual Thinking Skills and the Attitude towards the Relation between Science and Arts
Eman Mohamed Ibrahiem Elhosiny
Prof.Dr. Hamdi Abul - Fettouh Otiefa
Prof.of Curricula and Science Education Faculty of Education – Mansoura University
Ass.Prof. Mohamed Roshdy Abo – Shama
Associate Prof. of Curricula and Science EducationFaculty of Education – Mansoura University
Abstract: T he purpose of this study was to investigate that the subject of this study was to determine the role of consilience on teaching science and the educational system in Egypt influenced students' attitudes towards the relation between Science and arts. It has provided insights about the visual thinking skills influence students' visualization of science concept, how visual arts shape students' learning attitudes to increase pupils' academic achievement. The study utilized E.O Wilson's (1998) aspects to consilience (unity of knowledge) theory, which it is a special form of integration. Primary Stage Pupils' came from homogeneous background in terms of different education systems in Egypt have been participated. The results shows the correlation between achievement and attitudes towards science and arts is equal (0.454), and between attitudes towards science and arts and visual thinking skills is found to be equal (0.408). This research is advocated for consilience on teaching Science supported with Visual Arts to promote visual thinking skills and attitudes towards the relation between science and arts. Implications of the study is science curriculum might be welcome based on the Sci-Visual Art education and supported Science Content with consilience may be presented as a Superior method. Keywords: Consilience, Attitude, visual thinking skills, Visual Arts, Sci-Visual Art.
L’effet des pratiques enseignantes "les orthographes approchées" sur la conscience phonémique et sur l’écriture selon la norme chez les élèves du secondaire en FLE
Dr. Doaa Mohammad Hamdan Ahmed
Maître de conférences en didactique du FLE, Faculté de l’éducation, Université de Sohag
Résumé L a présente étude porte sur une démarche innovante en enseignement de l’écrit : les orthographes approchées. L’étude a pour objectif d’évaluer l’impact de cette démarche didactique sur la conscience phonémique et sur l’atteinte de l’écriture conventionnelle orthographique en français langue étrangère (FLE). L’étude se déroule auprès des élèves égyptiens de la première année du secondaire, qui commencent l’apprentissage du français à cet âge. Pour ce faire, nous avons adopté un plan de recherche expérimentale : d’abord, un prétest pour deux groupes : un groupe expérimental (N=35 élèves) et un autre groupe contrôle (N=35 élèves); ensuite, un programme basé sur des pratiques d’orthographes approchées pour uniquement les élèves du groupe expérimental et, enfin, un post-test pour les deux groupes. L’enseignante expérimentatrice a suit une formation sur les orthographes approchées avant et durant l’intervention. L’analyse des données a permis de trouver un impact positif de cette pratique sur la conscience phonémique et sur l’écriture selon la norme orthographique. Les élèves du groupe expérimental ont manifesté une performance significative plus supérieure à celle des élèves du groupe contrôle en extraction et en combinatoire phonologique, en conventionalité phonologique et orthographique. Mots clés : les orthographes approchées, une démarche didactique, les élèves du secondaire, la conscience phonémique, le français langue étrangère (FLE)
Using a Program Based on Cooperative Group Activities for Developing 1st Year Secondary School Students' Language Proficiency and Attitudes Towards Learning English
Dr. Omnia Latif Ibrahim Abdel Latif ,Dr. Howida Mostafa A.Masoud
A Lecturer of Curricula & TEFL
Abstract T he present study was conducted to investigate the effect of using a program based on cooperative learning group activities on developing language proficiency and attitudes towards learning English of first year secondary school female students at Minia Secondary School for Girls. A pre-post control group research design was used to achieve the research objectives. Sixty students were randomly divided into two groups: the experimental and the control groups. The experimental group students were trained in cooperative learning group activities based program to enhance their language proficiency and attitudes towards learning English. Control group students were taught following the regular method of teaching. Instruments of the study included a language proficiency test and an attitude scale to measure their performance before and after implementing the program and as a means of calculating the pre and post performance of the students. A training program was built to train the experimental group. Analysis of data obtained by students (using t- test) revealed that the experimental group significantly surpassed the control in the post performance. Discussion of these findings, recommendations and suggestions for further research are presented. Key words: cooperative Learning- language proficiency- attitudes
Creative Self-Efficiency Among Special Education Department Students '' High Achiever and the normal '' at Alqaseem University
Dr. Fatima Sahab Jalawi AlRashidi
Abstract : T his study aimed to investigate the creative self-efficiency among special education department students '' the, High Achiever students and the normal students '' at Alqaseem University, in the light of the educational level, the sample of the study consisted of special education department students of ALQASEEM University. in the kingdom of Saudi Arabia, who were randomly selected, (204) students, (62) of High Achiever students, and(142) of normal students .The results of study indicated that the creative self-efficiency was high, where the creative self-efficacy of creative thinking domain placed the first class, whereas the self-efficacy of creative performance placed the second class -There were statistically significant differences at (α=0.05) due to the achievement of ( High Achiever/normal ) in all domains and on the total degree, in favour of High Achiever students.-There were statistically significant differences at (α=0.05) from second to forth year, in favour of the fourth year in self-efficacy of creative thinking area and in tool as whole. Keywords: Creative Self-Efficiency, Special Education Department Students, High Achiever, normal.
Effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills
Hanan Abdel Samia Mabrouk
Educational Department, Faculty of Home Economics, AL-Azhar University, Egypt , Corresponding Author's
Gihan Maher Genedy
Childhood Department, Faculty of Education, Jouf University, Sakaka, Aljouf, KSA
Abstract: T he present study aimed to investigate the effectiveness of flipped classrooms using the Blackboard System in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills. The participants of the study included 80 female students from Faculty of Education at Jouf University. The researchers prepared an observation checklist and an attitude scale. They also prepared some tasks, activities, sites for videos and data for students to do at home. They taught the experimental group through flipped classroom via Blackboard System, while the control group taught through the traditional method for a whole semester. The findings revealed that using the Blackboard System proved to be effective in developing art work skills and attitudes of Faculty of Education female students at Jouf University toward the use of practical skills. Key Words: Active learning, Flipped classroom, Blackboard System, Art work skills.
Studt of an Intervention Program for Students with Dyslexa in A primary School in the UAE
Elazab Mohamed Elazab Elshazly
Special Education Department
College of Education
United Arab Emirates University
Abstract T his paper aims to explore the effect of an iPad program and the usage of different downloaded apps to help students with dyslexia on reading, writing and spelling abilities in two classes of an open elementary school. The investigation takes after a blended strategy approach (survey; face to face interviews; pre-posttests). Twenty (20) third graders male students with dyslexia, going to English as a Foreign Language classes were the members of the examination. Students' implementation on spelling, reading and writing abilities were tried after trained through an iPad intercession program with multisensory applications. The experimental group's implementation (10 students with dyslexia) was contrasted with the control group's (10 students with dyslexia) educated through non-PC based, techniques. A pre-appraisal test was directed for assessing the reading, spelling and writing abilities of the two gatherings of understudies before the mediation. After eight (8) weeks, both groups were involved in post-tests for evaluating their performance on reading, spelling and writing skills. The examination found that the students' with dyslexia aptitudes were enhanced after the iPad intercession program rather than the students taught through standard strategies. Keywords: iPad, EFL, dyslexia, multi-sensory approach, iPad applications
An Online Training Program Based on International Electronic Medical Journals Criteria to Develop Egyptian Physicians' Academic English Writing Skills
Aya Maher Tawfik Mohamed Ali, Prof. Aly Abdul-Samea Qoura , Prof. Adel Abd AlHaliem AlSheikh
Mansoura University, Faculty of Education, Department of Curriculum & Instruction
Abstract: T his study explores the learning experiences of 30 non-native English-speaking physicians who participated in an online training program for academic writing and publication skills which consisted of 2 monthly with 2 hours per sessions. Participants identified barriers to writing, had time to write, and completed at least one research article. Participants provided written responses to questionnaire questions about their learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an evaluation rubric. The result shows that this academic writing program facilitated the knowledge, and support needed skills to foster writing productivity. All participants completed at least one research article by the end of the program and 67% were able to publish their research articles in high-impact journals. It is suggested the physicians' academic writing and publication's productivity requires continued follow-up.
Scenarios: A new perspective for critical speaking in EFL contexts
Dr. Ali M. AlShehri
Associate Professor of Linguistics
College of Science & Arts in Baljurashi, Al Baha UniversityKingdom of Saudi Arabia
Abstract D ue to a growing interest in scenarios, and considerable investment in the EFL contexts, the current study examines the relationship between scenarios and language learning with particular reference to critical speaking skills. It provides a semi detailed review of literature on scenarios: definitions, pedagogical approaches, elements, types, objectives, characteristics of good scenarios, and creating scenarios. It reports on scenarios in EFL contexts shedding light on language teaching, authentic learning and knowledge management, ending with the practical use of scenarios in education. Under the title that reads critical speaking skills, the researcher documented some attempts for developing critical speaking skills – that he could reach. For integrating scenarios and critical speaking skills, the study provides some guiding teaching scenario-based situations, followed by discussion for implications for applied linguistics. And finally, the study ends with the conclusions reached, some recommendations to be considered, and some suggestions for further research. Keywords: scenarios, critical speaking, EFL contexts.
Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning
Aya El-sayed El-shahat Attya , Dr.AlyA. Qoura , Dr.Asmaa A. Mostafa
Mansoura University, Faculty of Education, Department of Curriculum & Instruction
Abstract: V ocabulary has been considered as the building block of language. EFL teachers almost always apply traditional techniques for teaching new vocabulary. The present study aimed to discover the effects of a fairly new vocabulary learning technique that is, teaching vocabulary through activities based on the lexical approach learning. This experiment utilized a Pre-post -test. Fifty students at the preparatory stage were selected through convenient sampling. They were divided into two groups of 25. The present study adopted the quasi-experimental design, using one experimental group and one control group. The experimental group was taught through the treatment i.e., studying vocabulary through collocations, whereas the control group was taught vocabulary through the traditional methods of presenting vocabulary that is suggested in the Teacher's Guide. The two groups were tested before and after the experiment. The results demonstrated that vocabulary learning through collocations eventuated in a better learning of the words than teaching them by means of classical techniques and improves learning of new words. Keywords: Collocation, Teaching vocabulary, Vocabulary learning, Lexical approach.
Investigating Preparatory Year Students' Recognition of Universal Values at University of Tabuk
Saud M. Alshammary
PhD Assistant Prof. of Curricula & Instruction
Faculty of Education and Arts, University of Tabuk, KSA
Abstract I n a turbulent world, higher educational institutions are requested to better humanize the courses offered to students in order to enhance cross-cultural understanding and to maintain diversity tolerance among world nations. For achieving such goals, imparting universal human values in higher education programs could be one of the effective measures. Responding to such crucial question, the current study attempted to investigate Saudi preparatory year students' recognition of universal values at University of Tabuk and the extent to which preparatory year courses target such values. For collecting data required, a list of universal value was prepared and two questionnaires were developed, validated, and implemented. The surveyed sample was (106) preparatory year students at University of Tabuk. Data analysis revealed three main results. Firstly, the (15) suggested universal value were approved by (10) university professors. Secondly, preparatory year students highly recognized the 15 universal values. There were no statistically significant differences in students' value estimation due to their academic majors. Thirdly, the participants admitted that the current preparatory year offered courses highlight the target universal values. However, more explicit orientation courses on universal values should be offered. Advanced courses should be evaluated in the light of universal value principles. Key words: Universal values, University majors, Higher education.
Effectiveness of Using Collaborative Virtual Writing Platforms to Enhance EFL Pre-Service Teachers’ Reflective Writing and Content Curation Skills
Nesreen Thani Al Homaid
Assistant Professor of Curriculum and English Language Methodology
Princess Nourah bint Abdulrahman University Riyadh
Kingdom of Saudi Arabia
Abstract T he current study aimed at investigating pre-service EFL teachers’ reflections on their writing, and examining the development of reflective writing via using collaborative virtual writing platforms. The study participants were 30 pre-service teachers forming two groups (Control = 15, Experimental = 15) – enrolled in a semester of Practical Training Period – at Princess Nora Bint AbdulRahman University in Riyadh, Saudi Arabia during the 2016/2017 academic year. A survey ( one-on-one interview) and an in-depth document analysis constituted the tools of the study. Having developed and validated those tools, they were administered pre and post using collaborative reflections in PENFLIP platform to the experimental group, whereas the control group wrote their reflections in a routine individual way. Frequent instructor feedbacks were introduced to help the experimental group evaluate their reflections. One of the main study results revealed that 40% of the student teachers were non-reflective due to their inexperience of reflective thinking reflecton on wrting, and their lack of theoretical knowledge and course content. Key words: Collaborative Virtual, re-Service Teachers.
An Interactive Whiteboard Activities-based Program to Enhance EFL primary learners' Writing skills and Motivation.
Walaa Adel Abdel Salam Mohamed, Prof. Aly Abdul-Samea Qoura, Ass.Prof.Dr. Mervat Saleh El Hadidy
Mansoura University, Faculty of Education, Department of Curriculum & Instruction
ABSTRACT T he present study aimed at investigating the effect of using Interactive white board activities based program (IWB) on improving primary stage pupils' writing skills and their motivation. The targeted writing sub- skills were (Content– vocabulary – grammar- organization – Mechanics of writing). The study adopted the quasi-experimental design using sixty sixth year primary stage pupils to be the study participants who were divided into two groups: an Experimental group received the IWB treatment and a Control group received the traditional method. Instruments designed and used in the study were à writing skills questionnaire, a pre-post writing test, an interactive whiteboard activities check list, and a writing motivation scale. The Experimental treatment was conducted during the second semester in the academic year 2016/2017. Results showed that there were statistically significant differences between the Experimental and control groups on both instruments (EFL writing test and motivation scale) in favor of the Experimental group. In addition, there were statistically significant differences between pre- and post-levels of the Experimental group on both instruments in favor of the post level. These results indicated that the IWB led to developing pupils' EFL writing skills and motivation in English language. Key words: EFL writing skills, Motivation, and Interactive whiteboard (IWB).
The Impact of Corpus-Based Program on Enhancing the EFL Student Teachers’ Writing Skills and Self-Autonomy
Yousra Aly Abdel-Samea Qoura , Prof. Badran A Hassan
Prof. Asmaa A Mostafa
Mansoura University , Faculty of Education Curriculum &Instruction Department
Abstract T he purpose of the present study was to investigate the effectiveness of the Corpus-Based Program Training on Enhancing EFL Writing Skills, and Self-Autonomy among Student teachers at the faculties of Education. To fulfill the purpose of the study, three instruments were constructed; An EFL Writing Skills Checklist designed to determine writing skills that student teachers need, a Pre-post EFL Writing Test, A Rubric for scoring the EFL Writing test, and Language Learning Autonomy Inventory developed to uncover language earning self-Autonomy concept of EFL student teachers. The validity and reliability of the study instruments were established before their use in the study. The study adopted the quasi-experimental design. The sample of the study consisted of 60 student teachers randomly selected from the Department of Foreign Languages, Faculty of Education in Mansoura University, in Mansoura city. where 30 student teachers represented the experimental group, and 30 represented the control group. The Corpus-Based Program training was administered to the experimental group for five weeks whereas the control group received the conventional teaching following the prescribed Teacher's Guide procedures. Results of the study revealed that Corpus-Based Program training led to significant improvement in student teachers' EFL Writing Skills, and their language learning Autonomy. A number of recommendations concerning the use Corpus-Based Program, EFL Writing skills, and course design were presented. Key words: Corpus, Data-Driven Learning, Writing Skills, Language Learning Autonomy, Collocations, Vocabulary Learning.
Transformative Teacher Education in the Community of Knowledge
Dr. Taher Mohammad Al-Hadi
Professor of Curriculum and EFL Instruction
Faculty of Education, Suez Canal University
Abstract : T eacher education aims to foster a change in perspective in teaching and learning within various educational contexts from prospective teachers to real teachers. This change is often seen to involve three forms of knowing: knowing "that", knowing "how", and knowing "why". Transformative learning has much to do with such a change. When prospective teachers critically reflect on teaching as a process, and are engaged in a rational dialogue within a safe, supportive, collaborative classroom environment, they will be able to accomplish the outcomes coming and then consider them in future practices: elaborating or redefining the existing frames of reference, learning new frames of reference, transforming points of views, and transforming habits of mind. By so doing, they can become transformative teachers who can affect their learners – implicitly or explicitly – to be transformative as well.Therefore, this paper addresses how transformative learning can be activated in teacher education programs in general for constructing a community of knowledge. The paper has four main sections. Section one deals with the relationship between transformative learning, critical reflection and teacher education. Section two tackles the form, the features and the requirements of the pedagogic context for developing transformative learning. The paper concludes with section three which proposes a conceptual model for using transformative learning in teacher education contexts. It ends with section four giving some implications that can be implemented so as to set the proposed transformative learning-based model into practice. Key words: Transformative Teacher Education, Community of Knowledge.
Using Webspiration to Develop Preparatory Stage Pupils' EFL Critical Reading Skills
Dr. Marwa Said Mustafa El-Garawany
English Language Instructor, Faculty of Tourism and Hotels,
University of Sadat City, Egypt.
Abstract: T his study aimed at investigating the effect of using Webspiration on developing EFL critical reading skills among preparatory stage pupils. Participants (N = 18) were chosen at random from first year pupils at Elshaheed Hamad El-Saidy Preparatory School, El-May, Shebin El-Kom Educational Zone, Menoufia Governorate, during the second semester of the 2016-2017 school year. An EFL critical reading skills test was developed and administered before and after the experiment. A Webspiration-based program was designed. The experiment lasted for six weeks during which in-class and out-of-class activities based on the use of Webspiration collaborative web-based concept-mapping tool were carried out by the pupils. Results revealed that the study group achieved significant gains in EFL critical reading skills. Thus, using Webspiration proved to have a positive effect on developing preparatory stage pupils' EFL critical reading skills. Key words: Webspiration, collaborative web-based concept mapping, EFL critical reading skills, preparatory stage pupils.
Ambiguity tolerance of Egyptian EFL undergraduates: A sociolinguistic, psycholinguistic and pedagogical perspective
Dr. Marghany Mahmoud Marghany
An Associate Professor (TEFL)
An academic staff, Faculty of Education, October 6 University
Abstract T he study examines why Egyptian EFL undergraduates find it difficult to comprehend the proper syntactic structures of their target language (i.e. English) and particularly translate the meaning of an Arabic-written source text into English. Such differences are analyzed in line with the gender variables (i.e. male and female Egyptian learners) and their ability to tolerate the syntactic and connotative differences which exist between the English and Arabic languages. This difficulty emanates from the syntactic differences which exist between their mother tongue (i.e. Arabic) and their target language (i.e. English). Such syntactic differences lead to linguistic uncertainty on the part of Egyptian EFL undergraduates. The ability of overcoming such linguistic uncertainties may vary among the Egyptian EFL learners particularly when they fulfill a translation-based task from a source text written in Arabic into English. This is attributed to the fact that translation from a mother tongue into the target language is the main field in which such syntactic differences become visible and tangible. The study provides implications for the teaching of translation as a core course at the Department of Languages and Translation. Key words: Ambiguity tolerance, Pedagogical perapective.
Online Project based Instruction in English Language Learning: Theory and Practice
Dr. Hasnaa Sabry Abdel-Hamid Helwa
Lecturer at Department of Curriculum and TEFL Instruction- Faculty of Education- Benha University-Egypt
Dr.Shaimaa Sabry Abdel-Hamid Helwa
Lecturer at Department of Mass Communication-Faculty of Specific Education- Benha University- Egypt
Abstract T he aim of this research paper is to investigate the effect of online project based instruction on English language learning. It provides theoretical background about online project based learning, and then clarifies how it can be used for developing English language. Project-based learning-powered by contemporary technologies is a strategy certain to turn traditional classrooms upside down. When students learn by engaging in real world projects, every aspect of their experience will change. The teacher's role shifts, he or she is no longer the content expert and student behavior also changes. Instead of following the teacher's lead, learners pursue their own questions to create their own meaning, even the boundaries of the classroom change. Teachers still design the project as the framework for learning, but students may wind up using technology to access and analyze information from all corners of the globe. Key words: Online project, Language learning.
Using Lexical Chunks for Developing MUST English Majors’ Oral Communication
Dr. Hanan Abdel-Baqi Mohammad Khalil
Lecturer of Applied Linguistics (Methods of TEFL), Col. of FL Misr University for Science & Technology (MUST)
Abstract T he current study investigated the effect of the training on using the lexical chunks on developing oral communication among 3rd year English majors at Misr University for Science and Technology (MUST). The problem of the study was that 3rd year English majors could not communicate effectively in oral interaction because of the lack of their awareness of the lexical chunks and how to apply them to have an effective oral communication. So, raising the degree of the study group’s awareness of the lexical chunks, their forms, and how to apply them into real oral communication among 3rd year English majors in Summer 2016 semester. The study included some instruments, a pre lexical chunks oral test, an oral communication test, and a reflection sheet. Results of the lexical chunks oral test before the implementation of the study revealed that the study group did not receive any kind of direct or indirect instruction on using lexical chunks. Results of the pre/ post oral communication test proved that the study group could apply lexical chunks effectively in the oral communication test. Keywords: (Lexical chunks, English idioms, collocations, phrasal verbs, oral communication)
YUsing SCAMPER-based Activities in Teaching Story to Enhance EFL Primary Stage pupils' Speaking Skills (An Exploratory Study)
Ghada Anis Fahmy , Prof. Aly Abdul-Samea Qoura, Dr. Samah Rizk Hassan
Mansoura University , Faculty of Education, Department of Curriculum & Instruction
Abstract T he purpose of this study was to examine the effect of using SCAMPER-based activities in teaching story in developing EFL primary stage pupils' Speaking Skills .The study adopted the quasi-experimental design that involved two groups ; an experimental group and a control group. The sample of the study consisted of sixty pupils randomly selected from six grades Fakhr Dakahlia Language School in Mansoura city, thirty pupils represented the control group and thirty pupils represented the experimental group. The current study was delimited to the Creative Speaking Skills. To fulfill this purpose the researcher designed and used two instruments; a pre-post test for measuring the pupils' Creative Speaking Skills and a rubric. SCAMPER-based activities were administered to the experimental group for eight weeks, whereas the control group was taught in the traditional way. Results of the study indicated that there was a statistically significant difference between the mean scores of the experimental and control group in the post administration of the Creative Speaking Skills in favor of the experimental group. This revealed that the use of SCAMPER strategy led to a significant improvement in the pupils' Creative Speaking Skills. Therefore, it was recommended that Ministry of Education should hold trainings for EFL teachers in using SCAMPER strategy in teaching story, in order to help their pupils develop their Speaking Skills. Key words: SCAMPER strategy, Creative Speaking Skills.
Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program
Mohammed Mohammed El-Sayed , Prof. Aly Abd Samea Qoura , Asso. Prof. Mervat Mohamed Saleh El-Hadidy
Mansoura University , Faculty of Education, Department of Curriculum & Instruction
ABSTRACT: T his study aimed at investigating the effectiveness of a CALL program in developing listening and reading comprehension skills of first year secondary stage students. To accomplish this purpose, the researcher constructed and validated a listening comprehension test and a reading comprehension test. The participants were two classes (60 students) from first year secondary stage students at Ahmed Shelbia Secondary School for Girls, Manzala Directorate. They were randomly selected and equally divided into an experimental group and a control group. Both groups were pre-tested. After ensuring their equivalence, the experimental group students were taught reading and listening using the CALL program, meanwhile the control group students were taught according to the teaching procedures in the Teacher’s Guide assigned by the Ministry of Education. After teaching the program, both groups were post- tested using the same instruments utilized in the pre-testing. Findings of the study indicated significant differences between the mean scores of the experimental group and those of the control group on the post listening comprehension test and post reading comprehension test in favour of the experimental group. Key words: CALL, listening comprehension and reading comprehension
The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students
Mr. Ahmed Saad El-Sayed Salem, Prof.Aly A. Qoura, Ass. Prof.Mervat S. Alhadidy
Mansoura University , Faculty of Education, Department of Curriculum & Instruction
Abstract T he study aimed at investigating the effect of a WebQuest-Based Program (WQBP) on developing the EFL listening and speaking skills General Secondary School. The participants of the study were Forty (40) Second Year General Secondary School Students from Temay AlAmdid General Secondary School, Dakahliya, Egypt. The study adopted the quasi-experimental research design to proceed the experiment. So, there were two groups: an experimental group (n= 20) and a control one (n= 20). To collect data, the researcher used multiple instruments: a listening sub-skills checklist, a speaking sub-skills checklist, a computer and Internet Skills Survey to choose the sample, two pre posttests of listening and speaking, a speaking assessment rubric, and a reflection log for students to evaluate each webquest of the program. The researcher taught both groups: the experimental group was taught through the webquest based program (WQP) while the control group was taught through the traditional way of teaching. The results of the study revealed the following: there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the listening test in favor of the experimental group;there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the speaking test in favor of the experimental group;there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the listening test in favor of the post application; there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the speaking test in favor of the post application; Hence, the effect size of the webquest program was found to be high in enhancing and developing the listening and speaking skills of the secondary school students. The study recommends using the webquest as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers. Key Words: Webquest, listening, speaking, constructivism, blended learning, EFL
Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students
Dr. Hanan Ahmed Sanad
Assistant Professor, Alghat College of Humanities , Majmaah University,
Dr. Mona Gaber Ahmed
Assistant Professor, Alghat College of Humanities , Majmaah University,
ABSTRACT: T he purpose of this study was to examine the effectiveness of content and language integrated learning (CLIL) in developing EFL reading comprehension skills, vocabulary skills and retention among college students. Participants were 10 students majoring in English language, Alghat college of Sciences and Humanities, Majmaah University, KSA. To collect data, the researchers prepared and used two tools; EFL reading comprehension skills pre-posttest and EFL vocabulary pre-posttest which was used as delayed test too. Having administered the pre-post tests and the delayed test, data were analyzed quantatively. The findings revealed that the use of the CLIL in developing EFL reading and vocabulary skills and retention among college students was effective. Index terms: CLIL, Reading comprehension, Vocabulary skills, Retention
Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning
Hasnaa Sabry Abdel-Hamid Ahmed Helwa
Lecturer at Department of Curriculum and TEFL Instruction Faculty of Education- Benha University- Egypt
Abstract T he aim of this research was to investigate the effectiveness of using Mobile assisted language learning ( MALL) approach in developing EFL prospective teachers' EFL listening comprehension skills and vocabulary learning. The design of the research is a mixed research methodology. It combines both quantitative and qualitative methods of inquiry. The participants of the study consisted of thirty students enrolled in third year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through Mobile assisted language learning program. The instruments of the research included an EFL listening comprehension skills test, vocabulary test, a semi-structured interview and self-report survey. Results of the research revealed a statistically significant difference between the mean scores of the study participants in the pre and post administration of the EFL listening comprehension skills and vocabulary learning in favor of the post administration. These results were ascribed to Mobile assisted language learning. Keywords: EFL Listening Comprehension Skills- Vocabulary Learning- Mobile Assisted Language Learning Approach.
The Effectiveness of Using an e-Mind Mapping Software Based Program in Developing Faculty of Education 2nd Year English Majors' Vocabulary Acquisition and Use
Dr. Howida M. A. Masoud
Methods of Teaching English (TEFL)
Faculty of Education, Minia University,
Dr. Omnia Latif Ibrahim
Methods of Teaching English (TEFL)
Faculty of Education, Minia University,
Abstract T he present study was conducted to investigate the effectiveness of using an e- Mind Mapping Software based program in developing vocabulary acquisition and use of second year English majors at the Faculty of Education. A pre-post control group research design was used to achieve the research objectives. Sixty students were randomly divided into two groups: the treatment and the non treatment groups. The treatment group students were trained in the e-mind mapping based program to develop their vocabulary acquisition and use. The non treatment group students were taught the same content through the conventional method of teaching vocabulary. Tools of the study included needs assessment questionnaires to determine the sub skills of vocabulary acquisition and use that were most needed by second year English majors, a training program in vocabulary skills, a pre-post test in vocabulary acquisition, and a pre-post test in vocabulary use. Analysis of data obtained by students (using t- test) revealed that the treatment group significantly surpassed the non treatment one in the post performance of the tests. Discussion of these findings, recommendations and suggestions for further research are presented. Key Items: Vocabulary acquisition - Vocabulary use -
" Un Programme Proposé basé sur l’apprentissage actif pour développer quelques compétences de l’enseignement créatif chez les futurs enseignants du F .L .E "
Dr. Najwa Abdul Latif Abdullah
Résumé de l'étude : L es changenents significatifs de notre Société obligent le système éducatif á redéfinir les compétences et les aptitudes indispensables aux citoyens du 21siècle. Donc une refante des environnements d'enseignement/ apprentissage est indispensable. La mission de l'enseignement est changée d'une façon permettant de créer un citoyen possède la créativité, le travail collabortif, le désir d'apprentiesage tout au long de la via, la capacité d'agir avec les informations et la capacité de résoudre les problèmes. Donc nous sommes contraintes de revoir tous les éléments de processus de l’enseignement.Le clé de toute renovation ou d'amélioration C'est la réalisation d'un enseignement plus créatif et plus efficace. Ce paradigme d'apprentissage exige un changement de rôle de l'enseignant qui devient: Créateur d'environements pédagogiques .Professionnel interdépendant , ouvert et critique. Travailleur collaboratif. Provacateur du développement. A la lumière de ces considérations , il s'avère la nécessité de concevoir des modèles de formation qui tiennent compte des nouvelles besoins de l'enseignant. Ces programmes doivent étre axés sur le développement de compétences professionnelles nécessaries a l’enseignement créatif efficace.L’enseignement créatif est un mode d'apprentissage très important et très util soit de futurs ensignants, soit des étudiants à l’école. Cest une préparation de vivre dans la société mondialisée du 21ème siècle et une formation des citoyens contributés à construire un monde meilleur. Pour atteindre cet objectif, il faut avoir une philosophe socio-constructive, et cela réalise en appliquant l'apprentissage actif.L' Apprentissage actif est une méthode d'apprentissage oùles étudiants participent aux activités et aux projets effectivement, à travers un environnement riche et varié permettant l'écoute positive, la discussion, la réflexion et l'analyse pour tous ce qu'on dit, écrit, la présence d'un enseignant encourageant à l'autonomie et à la résponsabilité pour atteindr les objectifs destinés. En dépit de l'importance des compétences de l'enseignement créatif efficace et les compétences transversales et leur rôle vital dans la profession de l'enseignent, elles ne prennent pas le soin suffisant soit dans la formation initiale de futurs enseignants soit dans la formation continue de l'enseignant pour cela une enquête exploratoire a été Effectué à travers deux procédures: L' entretien avec les futurs enseignants . L'observation et l'enrégistrement filmé de futurs enseignants pendant le stage pratique.Un entretien a eu lieu avec les futurs enseignants porté sur les points suivants: La définition de l'enseignement créatif .Les compétences de l'enseignement créatif et efficace.Les compétences transversales nécessaires au futurs enseignants.Les nouveaux rôles imprévus de l'enseignant.De plus, une observation critique de la performance des futurs enseignants durant les cours de la pratique expérimentale concernant les points suivants:La variété des stratégies d'enseignement permettant l'apprentissage actif.La réalisation de l'enseignement créatif efficace. La chercheuse a filmé un nombre de futurs enseignants de 4ème année de la faculté de pédagogie durant le premier semestre pendant la pratique expérimentale dans les écoles secondaires.Après avoir analysé les entretiens, les observations et l'enrégistrement filmé, la chercheuse a constaté que:Les futurs enseignants n'accordent pas aucun intérét à varier les méthodes utilisées en enseignant en classe.Le manque des stratégies permettant l'apprentissage actif.La plupart de futurs enseignants ne possèdent ni la capacité de résoudre les problèmes, ni la capacite de prendre de décisions,ni la capacité de communiquer efficacement,ni la capacité d'agir dans les différentes situations. Aucune atmostphère de créativité, ni d'interaction existent en classe.