Mohamed Aboulfotoh

Objective The aim of the study was to assess the efficacy of the inguinal approach versus the retroperitoneal approach in the treatment of varicocele. Background Published results have shown that the inguinal approach has several advantages over the retroperitoneal approach in terms of lower incidence of recurrence, easier applicability, and greater safety. Patients and methods This prospective study was conducted from April 2013 to February 2014 in Menoufia University hospitals on 40 patients with primary varicocele and subfertility. The patients were randomly allocated into two groups of 20 patients each. Patients in group I underwent inguinal varicocelectomy, and patients in group II underwent retroperitoneal varicocelectomy. Results The ages of the 40 patients with suspected appendicitis ranged from 16 to 40 years. The mean age was 25.24 years in group I and 27.15 years in group II. Improvement in semen characteristics was seen in 80% of patients (16 in each group). Hematoma formation was observed in two (10%) cases in group I and in no cases in group II. One (5%) patient of group I had hydrocele formation. No testicular atrophy was noticed in the immediate postoperative period in either group. In two (10%) patients of group II there was no symptomatic relief. In group II there was no patient with symptomatic persistence. Conclusion The inguinal approach is superior to the conventional retroperitoneal approach in the treatment of varicocele, especially with respect to recurrence rate. Using inguinal approach varicocelectomy, identification and preservation of the testicular artery can be easily carried out. However, semen characteristics improved in both groups.

Due to the rapid developments of technology and its effects on learning English for Specific Purposes (ESP), the study aimed at applying ProWritingAid (PWA) and BASDELL model to improve business English writing skills and reduce writing anxiety of management sciences students. Participants were randomly assigned into two groups: experimental (N=30) and control (N=30). The experiment lasted eight weeks at a rate of two sessions per week in the second term of the academic year 2022/2023. Instruments, designed by the researcher, were: A Checklist of Business English Writing Skills (CBEWS), A Test of Business English Writing Skills (TBEWS), a rubric to score it and A Writing Anxiety Scale (WAS). The pre/post-test experimental and control group design was adopted. Results showed that ProWritingAid and BASDELL model improved business English writing skills and reduced writing anxiety as the scores of experimental group students' business English writing skills were higher than those of the control group students. Findings provided insights into the inverse correlation between writing skills and anxiety.

The present research aimed at improving EFL fourth year student teachers’ teaching self-efficacy through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a prepost scale of teaching self-efficacy (adopted from Hammam’s final version, 2016) and a reflection form (prepared by the researcher). The research adopted the pre-post experimental/control group design. Results of the research revealed that the experimental group teaching selfefficacy was significantly higher than the control group. Thus, it is recommended to use PBL in improving teaching self-efficacy at the Faculties of Education in Egypt.

The Effectiveness of the Language Experience Approach in
Developing Some EFL Reading and Writing Skills among
Primary School Pupils
By
Mohamed AboulfotohAboulfotoh Mohamed
Supervised by
Dr. FatmaSadeq Mohamed Dr. Magdy Mohamed Amin
Abstract
The present study aimed at developing sixth grade primary pupils’
EFL reading and writing skills through the Language Experience
Approach (LEA). The participants were randomly assigned into two
groups: experimental (n=38) and control (n=38), selected from the sixth
grade pupils at KafrAzabGhoname Primary School, Kafrshoker, Qalubia
Governorate in the school year 2012/2013. The tools of the study
included a questionnaire of EFL reading and writing skills appropriate for
the sample, a testof EFL reading and writing skills prepared by the
researcher, and a rubric to correct it. The study adopted the pre-posttest
experimental/control group design. The testof EFL reading and writing
skills was applied to the two groups to make sure that they were
equivalent or homogenous in their EFL reading and writing skills before
implementing the Language Experience Approach (LEA). After
implementing the LEAon the experimental group, the test was applied
again to the two groups. Results of the study revealed that adopting the
LEA helped the experimental group develop their EFL reading and
writing skills higher than those of the control group.Thus, it is
recommended to use the LEA as an effective approach in developing EFL
reading and writing skills at the Egyptian Primary Stage and other stages.
-The Key words:
-Language Experience Approach
-Reading
-Writing
- Primary

Review of Literature& Related Studies Chapter Two 12 Chapter Two Review of Literature& Related Studies This chapter presentsa review of literature andstudies related to theproblem under investigation and its variables. It includes two sections: Section (A)reviewsliterature aboutthe dependentvariables: 2.1. EFL Reading Skills at the Primary Stage. 2.2. EFL Writing Skills at the Primary Stage. 2.3. The Integration between EFL Reading and Writing skills at the Primary Stage. 2.4. The independent variable which is the Language Experience Approach. Section (B)surveysa number of studies that handle problematic areas of reading and writing. These studies are classified systematically from the oldest to the most recent ones into four categories: 2.1. Studies Related to Reading Skills at the Primary Stage.

The Effectiveness of Problem Based Learning in Developing
EFL Teaching Skills and Self-Efficacy among Student Teachers
By
Mohamed A. Aboulfotoh
English Language Instructor, Faculty of Education, Benha University

Supervision
Dr. Fatma Sadeq Mohamed     Dr. Magdy Mohamed Amin
Professor of Curriculum,
Instruction & Educational Technology (EFL), Faculty of Education, Benha University Assistant Professor of Curriculum,Instruction & Educational Technology (EFL), Faculty of Education, Benha University

Abstract
The present study aimed at developing fourth year student teachers’ EFL teaching skills and self-efficacy through Problem Based Learning (PBL). Participants of the study were selected from the fourth year student teachers at Faculty of Education, Benha University, in the first term of the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). Instruments of the study were designed by the researcher as follows: a questionnaire of some EFL teaching skills, a pre-posttest of teaching knowledge, a pre-post scale of teaching self-efficacy, a post-classroom observation checklist and a reflection form. It was adopted the pre-posttest experimental/control group student teachers design. Results of the study revealed that adopting PBL helped the experimental group student teachers develop some EFL teaching skills and teaching self-efficacy higher than those of the control group. Thus, it is recommended to use PBL in developing some EFL teaching skills and self-efficacy at the Faculties of Education in Egypt.
Keywords: Problem Based Learning, EFL Teaching kills, Self-efficacy

The Effectiveness of Problem Based Learning in Developing
EFL Teaching Skills and Self-Efficacy among Student Teachers
By
Mohamed A. Aboulfotoh
English Language Instructor, Faculty of Education, Benha University

Supervision
Dr. Fatma Sadeq Mohamed     Dr. Magdy Mohamed Amin
Professor of Curriculum,
Instruction & Educational Technology (EFL), Faculty of Education, Benha University Assistant Professor of Curriculum,Instruction & Educational Technology (EFL), Faculty of Education, Benha University

Abstract
The present study aimed at developing fourth year student teachers’ EFL teaching skills and self-efficacy through Problem Based Learning (PBL). Participants of the study were selected from the fourth year student teachers at Faculty of Education, Benha University, in the first term of the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). Instruments of the study were designed by the researcher as follows: a questionnaire of some EFL teaching skills, a pre-posttest of teaching knowledge, a pre-post scale of teaching self-efficacy, a post-classroom observation checklist and a reflection form. It was adopted the pre-posttest experimental/control group student teachers design. Results of the study revealed that adopting PBL helped the experimental group student teachers develop some EFL teaching skills and teaching self-efficacy higher than those of the control group. Thus, it is recommended to use PBL in developing some EFL teaching skills and self-efficacy at the Faculties of Education in Egypt.
Keywords: Problem Based Learning, EFL Teaching kills, Self-efficacy

The present research aimed at improving EFL fourth year student teachers' teaching self-efficacy through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a pre-post scale of teaching self-efficacy (adopted from Hammam's final version, 2016) and a reflection form (prepared by the researcher). The research adopted the pre-post experimental/control group design. Results of the research revealed that the experimental group teaching self-efficacy was significantly higher than the control group. Thus, it is recommended to use PBL in improving teaching self-efficacy at the Faculties of Education in Egypt.

The present research aimed at developing fourth year student teachers’ EFL classroom management skills through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a questionnaire of EFL classroom management skills, a pre-posttest of teaching knowledge of classroom management, a post classroom observation checklist and a reflection form. The research adopted the pre-posttest experimental/control group design. Results of the research revealed that the experimental group participants outperformed the control group in EFL classroom management skills. Thus, it is recommended to use the PBL in developing classroom management skills at the Faculties of Education in Egypt.