The aim of this research was to investigate the effectiveness of using some web based social lear... more The aim of this research was to investigate the effectiveness of using some web based social learning applications in developing EFL secondary stage students' writing skills and self-esteem. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The participants of the study were thirty students enrolled in second year at Met-Kenana Secondary School for Girls, Qalubia Governorate, Egypt .They tested before and after the intervention. They taught through a program based on some web based social learning applications (Edmodo, Facebook, and Twitter). The instruments of the research included an EFL writing skills test, self-esteem scale, and a semi-structured interview. Results revealed a statistically significant difference between the mean score of the study participants in the pre and post administration of the EFL writing skills and self-esteem in favor of the post administration. These results were ascribed to using some web based social learning applications.
The aim of this research is to investigate the effectiveness of a rhyming centered instruction i... more The aim of this research is to investigate the effectiveness of a rhyming centered instruction in developing EFL phonological awareness skills among first year primary stage pupils. The design of the research is pre-post, control group. The sample of the research consisted of thirty-eight pupils enrolled in first year at El-Nahas Primary school, Qalubia Governorate. The sample was divided into a control group that consisted of twenty pupils (N=20) and an experimental group that consisted of eighteen pupils (N=18). The experimental group pupils were taught using a rhyming centered instruction program, while the control group did not receive any training. The instrument of the research included an EFL phonological awareness test prepared by the researcher. The test was applied to the sample of the research before and after implementing the program. Results of the research revealed that there is a statistically significant difference between the mean scores of the control group pupils and those of the experimental group pupils in the post assessment of EFL phonological awareness skills in favor of the experimental group. Therefore, the EFL phonological awareness skills of the sample were developed as a result of teaching through rhyming centered instruction. This confirms that rhyming centered instruction is effective in developing the EFL phonological awareness skills among first year primary stage pupils. It was recommended that rhyming centered instruction can be used in developing other language skills such as writing and listening among students at the different educational stages. Keywords: rhyming centered instruction- Phonological Awareness Skills
The aim of this research was to investigate the effectiveness of using computer mediated team bas... more The aim of this research was to investigate the effectiveness of using computer mediated team based learning in developing EFL prospective teachers' presentation skills and reducing their foreign language anxiety. The design of the research is a mixed research methodology. It combines both quantitative and qualitative methods of inquiry. The study sample consisted of twenty students enrolled in fourth year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through a computer mediated team based learning. The instruments of the research included an EFL presentation skills scale, foreign language anxiety scale and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the study participants in the pre and post administration of the EFL presentation skills in favor of the post administration. Also, students' foreign language anxiety was reduced. These results were ascribed to computer mediated team based learning . Keywords: EFL Presentation Skills- Foreign Language Anxiety- Computer Mediated Team based Learning.
Abstract
The aim of this research was to investigate the effectiveness of a relevance and confide... more Abstract The aim of this research was to investigate the effectiveness of a relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among student teachers at Faculty of Education. The design of the research was a mixed research methodology. It combined both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of fifty students who were chosen randomly from fourth year students enrolled in English section at Faculty of Education, Benha University, Egypt. They were divided into two groups: an experimental group (N=25) students who were taught through relevance and confidence motivational strategies and a control group (N=25) students who were taught in the regular way. The instruments of the research included an EFL argumentative writing skills test, the Daly-Miller Writing Apprehension Test (WAT) and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL argumentative writing skills in favor of the experimental group. Also, students' writing apprehension was decreased. These results were ascribed to using relevance and confidence motivational strategies. Keywords: - EFL Argumentative Writing Skills- Writing Apprehension- Relevance and Confidence Motivational Strategies.
The aim of this research is to investigate the effects of using readers theatre based instructi... more The aim of this research is to investigate the effects of using readers theatre based instruction on improving EFL oral reading fluency, reading comprehension and reading speed skills among preparatory stage pupils. The design of the research is a mixed research methodology. It combines both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of forty pupils who were chosen randomly from second year pupils enrolled in El-Hesa preparatory school for girls and boys, Qalubia governorate, Egypt. They were divided into two groups: an experimental group (N=20) pupils who taught through reader's theatre based instruction and a control group (N=20) pupils who taught in the regular way. The instruments of the research included an EFL oral reading fluency test, reading comprehension test, reading speed test, an observation checklist for reading speed, and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL oral reading fluency, reading comprehension and reading speed skills in favor of the experimental group. These results were ascribed to using readers' theatre- based instruction. Keywords: Readers' Theatre- Based Instruction –EFL Oral Reading Fluency Skills- EFL Reading Comprehension Skills- EFL Reading Speed Skills.
Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical ... more Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical Thinking Skills among EFL Majors at Faculty of Education
The aim of this research was to investigate the effectiveness of using some web based social lear... more The aim of this research was to investigate the effectiveness of using some web based social learning applications in developing EFL secondary stage students' writing skills and self-esteem. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The participants of the study were thirty students enrolled in second year at Met-Kenana Secondary School for Girls, Qalubia Governorate, Egypt .They tested before and after the intervention. They taught through a program based on some web based social learning applications (Edmodo, Facebook, and Twitter). The instruments of the research included an EFL writing skills test, self-esteem scale, and a semi-structured interview. Results revealed a statistically significant difference between the mean score of the study participants in the pre and post administration of the EFL writing skills and self-esteem in favor of the post administration. These results were ascribed to using some web based social learning applications.
The aim of this research is to investigate the effectiveness of a rhyming centered instruction i... more The aim of this research is to investigate the effectiveness of a rhyming centered instruction in developing EFL phonological awareness skills among first year primary stage pupils. The design of the research is pre-post, control group. The sample of the research consisted of thirty-eight pupils enrolled in first year at El-Nahas Primary school, Qalubia Governorate. The sample was divided into a control group that consisted of twenty pupils (N=20) and an experimental group that consisted of eighteen pupils (N=18). The experimental group pupils were taught using a rhyming centered instruction program, while the control group did not receive any training. The instrument of the research included an EFL phonological awareness test prepared by the researcher. The test was applied to the sample of the research before and after implementing the program. Results of the research revealed that there is a statistically significant difference between the mean scores of the control group pupils and those of the experimental group pupils in the post assessment of EFL phonological awareness skills in favor of the experimental group. Therefore, the EFL phonological awareness skills of the sample were developed as a result of teaching through rhyming centered instruction. This confirms that rhyming centered instruction is effective in developing the EFL phonological awareness skills among first year primary stage pupils. It was recommended that rhyming centered instruction can be used in developing other language skills such as writing and listening among students at the different educational stages. Keywords: rhyming centered instruction- Phonological Awareness Skills
The aim of this research was to investigate the effectiveness of using computer mediated team bas... more The aim of this research was to investigate the effectiveness of using computer mediated team based learning in developing EFL prospective teachers' presentation skills and reducing their foreign language anxiety. The design of the research is a mixed research methodology. It combines both quantitative and qualitative methods of inquiry. The study sample consisted of twenty students enrolled in fourth year English section at Faculty of Education, Benha University, Egypt. They were tested before and after the intervention. They were taught through a computer mediated team based learning. The instruments of the research included an EFL presentation skills scale, foreign language anxiety scale and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the study participants in the pre and post administration of the EFL presentation skills in favor of the post administration. Also, students' foreign language anxiety was reduced. These results were ascribed to computer mediated team based learning . Keywords: EFL Presentation Skills- Foreign Language Anxiety- Computer Mediated Team based Learning.
Abstract
The aim of this research was to investigate the effectiveness of a relevance and confide... more Abstract The aim of this research was to investigate the effectiveness of a relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among student teachers at Faculty of Education. The design of the research was a mixed research methodology. It combined both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of fifty students who were chosen randomly from fourth year students enrolled in English section at Faculty of Education, Benha University, Egypt. They were divided into two groups: an experimental group (N=25) students who were taught through relevance and confidence motivational strategies and a control group (N=25) students who were taught in the regular way. The instruments of the research included an EFL argumentative writing skills test, the Daly-Miller Writing Apprehension Test (WAT) and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL argumentative writing skills in favor of the experimental group. Also, students' writing apprehension was decreased. These results were ascribed to using relevance and confidence motivational strategies. Keywords: - EFL Argumentative Writing Skills- Writing Apprehension- Relevance and Confidence Motivational Strategies.
The aim of this research is to investigate the effects of using readers theatre based instructi... more The aim of this research is to investigate the effects of using readers theatre based instruction on improving EFL oral reading fluency, reading comprehension and reading speed skills among preparatory stage pupils. The design of the research is a mixed research methodology. It combines both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of forty pupils who were chosen randomly from second year pupils enrolled in El-Hesa preparatory school for girls and boys, Qalubia governorate, Egypt. They were divided into two groups: an experimental group (N=20) pupils who taught through reader's theatre based instruction and a control group (N=20) pupils who taught in the regular way. The instruments of the research included an EFL oral reading fluency test, reading comprehension test, reading speed test, an observation checklist for reading speed, and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL oral reading fluency, reading comprehension and reading speed skills in favor of the experimental group. These results were ascribed to using readers' theatre- based instruction. Keywords: Readers' Theatre- Based Instruction –EFL Oral Reading Fluency Skills- EFL Reading Comprehension Skills- EFL Reading Speed Skills.
Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical ... more Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical Thinking Skills among EFL Majors at Faculty of Education
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Keywords: rhyming centered instruction- Phonological Awareness Skills
Keywords: EFL Presentation Skills- Foreign Language Anxiety- Computer Mediated Team based Learning.
The aim of this research was to investigate the effectiveness of a relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among student teachers at Faculty of Education. The design of the research was a mixed research methodology. It combined both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of fifty students who were chosen randomly from fourth year students enrolled in English section at Faculty of Education, Benha University, Egypt. They were divided into two groups: an experimental group (N=25) students who were taught through relevance and confidence motivational strategies and a control group (N=25) students who were taught in the regular way. The instruments of the research included an EFL argumentative writing skills test, the Daly-Miller Writing Apprehension Test (WAT) and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL argumentative writing skills in favor of the experimental group. Also, students' writing apprehension was decreased. These results were ascribed to using relevance and confidence motivational strategies.
Keywords: - EFL Argumentative Writing Skills- Writing Apprehension- Relevance and Confidence Motivational Strategies.
Keywords: Readers' Theatre- Based Instruction –EFL Oral Reading Fluency Skills- EFL Reading Comprehension Skills- EFL Reading Speed Skills.
Keywords: rhyming centered instruction- Phonological Awareness Skills
Keywords: EFL Presentation Skills- Foreign Language Anxiety- Computer Mediated Team based Learning.
The aim of this research was to investigate the effectiveness of a relevance and confidence motivational strategies in developing EFL argumentative writing skills and overcoming writing apprehension among student teachers at Faculty of Education. The design of the research was a mixed research methodology. It combined both quantitative and qualitative modes of inquiry. The researcher used two groups: an experimental group and a control group. Both groups were tested before and after the intervention. Subjects of the present research consisted of fifty students who were chosen randomly from fourth year students enrolled in English section at Faculty of Education, Benha University, Egypt. They were divided into two groups: an experimental group (N=25) students who were taught through relevance and confidence motivational strategies and a control group (N=25) students who were taught in the regular way. The instruments of the research included an EFL argumentative writing skills test, the Daly-Miller Writing Apprehension Test (WAT) and a semi-structured interview. Results of the research revealed a statistically significant difference between the mean score of the experimental group and that of the control group in the post test of EFL argumentative writing skills in favor of the experimental group. Also, students' writing apprehension was decreased. These results were ascribed to using relevance and confidence motivational strategies.
Keywords: - EFL Argumentative Writing Skills- Writing Apprehension- Relevance and Confidence Motivational Strategies.
Keywords: Readers' Theatre- Based Instruction –EFL Oral Reading Fluency Skills- EFL Reading Comprehension Skills- EFL Reading Speed Skills.