@article { author = {Al-Omari, Mona Saad and Al-Hindi, Eman Khalil and Al-Thebaiti, Dr. Mohammed bin Othman}, title = {The requirements for implementing school accreditation in development schools for girls in Tabuk in the light of international and Arab experiences}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {15-44}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117114}, abstract = {Abstract: T he current research aimed at identifying the degree of importance the requirements of implementing school accreditation in development schools for girls in Tabuk from the viewpoints of principals of development schools and the supervisors of development and quality, and to determine the differences of the statistically significant differences between the mean scores of the importance degree of the requirements of implementing school accreditation in development schools for girls in Tabuk from principals of development schools and quality and development supervisors point of view according to the nature of work and years of experience. The descriptive survey method was utilized, participants were (30) principals of the development schools and (17) supervisors of Development& Quality in Tabuk. Findings revealed that the participants' response to all dimensions was high with a general mean: (2,83), (2,76),  (2,71),  (2,67),  (2,50) respectively. Findings revealed no statistically significant difference for the responses related to the variables: nature of work and years of experience.  }, keywords = {Keywords: School Accreditation,Development Schools,Arab and international experiences}, url = {https://jrciet.journals.ekb.eg/article_117114.html}, eprint = {https://jrciet.journals.ekb.eg/article_117114_3e986c7afe6e788402ba78f9a63c36d4.pdf} } @article { author = {Sayed, Eman Sedik}, title = {The Effect of Using Web-Quest strategy on Developing Reading Comprehension Performance for EFL Students, October 6 University}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {45-76}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117116}, abstract = {Abstract: The main aim of this study is to measure the effect of using web-quest strategy on developing reading comprehension performance for EFL students. The study participants were English majors at the Faculty of Education, October 6 University. The study participants involved only third year English language majors who are expected to be highly aware of reading comprehension performance. To collect the required data, a reading test was designed, validated and administered. The administration of the study instruments happened in their second term of the academic year 2019-2020. The participants of the present study were asked to respond to a reading comprehension test (RCT) through using web-quest strategy. Results showed that 45,5% of the study participants were unable to pass the reading comprehension test (RCT) while, 54.5% were able to pass the reading comprehension test (RCT).Finally, some suggestions and recommendations were proposed to improve reading comprehension performance through using web-quest strategy.  }, keywords = {Keywords: Web-quest strategy,reading comprehension performance (RCP),EFL Students}, url = {https://jrciet.journals.ekb.eg/article_117116.html}, eprint = {https://jrciet.journals.ekb.eg/article_117116_a35e993c070a641000de7a08a7531a0f.pdf} } @article { author = {Sanad, Dr. Hanan Ahmed El-Sayyed}, title = {Perceptions towards E-learning in Times of COVID-19 Lockdown Phase in the Tertiary Education}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {77-121}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117118}, abstract = {Abstract C  OVID-19 pandemic had a huge effect on people's lives and lifestyles all over the world since its first spread in China between late 2019 and early 2020. The educational systems in all countries were among the first concerns that had to be dealt with to complete the academic year for students.  The only and rapid solution was the use of e-learning. Thus, The advent of online learning (e-learning) has also encouraged the widespread acceptance of learner-centric education and other improvements in education practices. The present study aimed at exploring the perceptions of students and teachers on the use of e-learning during the COVID-19 lockdown phase. Participants represented samples of the students from various Egyptian private and governmental universities that depended on e-learning in completing the courses and evaluating students. Many challenges and difficulties faced different universities as it was the first time for some of them to depend on e-learning completely. Instruments included a teachers' reflection survey and a students' reflection survey.  They were used to determine the perception of the respondents. Findings showed general agreement among teachers and students on using e-learning during and after the lockdown phase, despite some challenges.  }, keywords = {Keywords: e-learning,virtual teaching,online education,COVID-19,pandemic,COVID-19 epidemic}, url = {https://jrciet.journals.ekb.eg/article_117118.html}, eprint = {https://jrciet.journals.ekb.eg/article_117118_6e3ab63e3e818bab902661030290195f.pdf} } @article { author = {Shishan, Dr. Sahar Abdul Hameed}, title = {A TEFL-Based Analysis of the Egyptian EFL Students' Production of Refusal and Acceptance Speech Acts}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {123-145}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117119}, abstract = {Abstract T he present study measured the Egyptian EFL students' FL pragmatic competence in producing the refusal speech act. It aimed to determine the types of refusal strategies adopted by the Egyptian EFL students. In this regard, data were collected from 60 Egyptian EFL students. Participants were divided into two groups with 30 students each. Group A comprised students who are majoring in English and enrolled at the Department of English whereas group B included students who studied English as an ESP course at the Department of Tourism.  Data were collected using a 12-item Oral discourse completion task (Oral DCT) questionnaire. Data were analyzed by using descriptive statistics like frequencies, mean scores and percentages. One way analysis of variance (ANOVA) was conducted as well to judge statistical significance between contextual variables and categories of refusal and acceptance strategies. Findings indicated that Egyptian EFL learners varied in adopting acceptance strategies, however they tended to use similar strategies for refusing invitations. The study emphasizes the needs of teaching pragmatic behavior to Egyptian EFL tertiary students. Social contextual variables were found to have statistically significant influence on the selection of refusal and acceptance strategies adopted by Egyptian EFL students.        }, keywords = {Keywords: refusal and acceptance strategies of invitation,Egyptian EFL undergraduates,L1 Transfer,FL pragmatic instructions}, url = {https://jrciet.journals.ekb.eg/article_117119.html}, eprint = {https://jrciet.journals.ekb.eg/article_117119_1e9c984fcce8599c1bc4f09b52af0e0b.pdf} } @article { author = {Abu-Aisheh, Dr. Zaheda Jameel}, title = {Social Support and its Relationship to Emotional Reassurance and Pathological Concerns of Covid-19: A Comparative Study of the Arab and Western Environments}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {147-205}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117121}, abstract = {Abstract: T he current research aimed to identify the effect of social support on emotional reassurance and pathological concerns of Covid-19 among both the Arab and western environments. and to study the difference between the two environments on the research variables as well as other secondary variables. The sample comprised (300) participants. of whom (173) were from the Arab countries (Palestine. Saudi Arabia. Egypt). and (127) were from some western countries (Canada. France. Germany). To achieve the research aims. three instruments were utilized. namely a researcher-made scale for psychological support and a researcher-made scale for emotional reassurance. in addition to a questionnaire for pathological concerns of Covid-19. Findings confirmed the existence of a high level of social support and emotional reassurance among the samples of the two environments; however. their levels were higher among the Arab environment more than among the western one. as well as the existence of an average level of pathological concerns among the Arab environment sample; however. their levels were higher among the western one. Furthermore. it was found that there is a positive direct relationship between social support and emotional reassurance among the two environments. which is of high level among the western environment sample than among the Arab environment sample. Likewise. a positive direct relationship between social support and pathological concerns among the western environment sample was found; whereas. there was no such relationship among the Arab environment sample. as well as it was found that social support contributed to the prediction of emotional reassurance among the two environments; however. it was higher among the western environment sample. On the other hand. social support did not contribute to predicting pathological concerns among the Arab environment; while. it contributed to predicting pathological concerns among the western one.  }, keywords = {Key words: Social support. emotional reassurance. pathological concerns. Covid,19. Arab environment. western environment}, url = {https://jrciet.journals.ekb.eg/article_117121.html}, eprint = {https://jrciet.journals.ekb.eg/article_117121_61d71b131c8c15420a27c897f7a2778f.pdf} } @article { author = {Aljasir, Dr. Ghada Abdulrahman , and Hariri, Prof. Hashem Bakr}, title = {The Reality of the Applying of the Dimensions of the (Senge) Model for Learning Organizations from the teaching staff members’ viewpoint in Saudi University}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {207-240}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117124}, abstract = {ABSTRACT T he study aimed to identify The Reality of The Applying of The Dimensions of the (Senge) Model for Learning Organizations, from the teaching staff members’ viewpoint in Saudi Universities. To achieve the goals of the study, Descriptive Methodology was used, of which Surveying Descriptive, and Correlative Descriptive were used. Questionnaire was used as a tool of study, Applied to all study community their number is (230) teaching staff who previously experienced, and currently teach students, using distance learning, at both the Islamic University in Madinah and Al-Al-Imam Mohammad Ibn Saud Islamic University in Riyadh. Results showed Senge pattern’s dimensions for educational institution (shared vision, systems thinking, mental models, team learning and personal mastery) fairly applied at both the Islamic University in Madinah and Al-Al-Imam Mohammad Ibn Saud Islamic University in Riyadh. The study recommended the need for The Saudi universities shall adopt objectives of realistic strategic and endeavor to achieve them, in order to make the gap between the level of their performance and other world universities’ narrower.  }, keywords = {Keywords: Learning Organizations,Senge Model}, url = {https://jrciet.journals.ekb.eg/article_117124.html}, eprint = {https://jrciet.journals.ekb.eg/article_117124_1cdc5fafae8c40fd3bea87ea6d44d127.pdf} } @article { author = {Sabry, Prof. Maher Ismail and Darwish, Dr. Reda Abdel Qader and Fathallah, Amira Muhammad Zaki}, title = {A Suggested Unit in Science Based on Technology Learning Centers to Develop some Visual Thinking Skills for hearing-impaired students in middle school.}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {241-262}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117126}, abstract = {Abstract: T he aim of the current research is to prepare a unit in science based on technology learning centers and to investigate its effectiveness in developing certain visual thinking skills among 8 hearing-impaired students who will be heading in the intermediate school. The researcher used the one-group quasi-experimental design in which both groups were pretested and posttested. The proposed unit " Alam al-Hayawan (Animal World)" was taught using technology learning centers. There was a statistically significant difference at the 0.01 level between the mean scores of hearing-impaired students in the first year intermediate in favor of the post-administration.  }, keywords = {Key words: Unit in science,technology learning centers,visual thinking skills,deaf or hearing,impaired students}, url = {https://jrciet.journals.ekb.eg/article_117126.html}, eprint = {https://jrciet.journals.ekb.eg/article_117126_f828a5885ae480a282d0b0805b2335ac.pdf} } @article { author = {Labib, Mohamed Hamdy Abdel Halem}, title = {Efficacité de l’apprentissage par projets électroniques sur le développement des compétences de la lecture à voix haute en FLE chez les étudiants du cycle secondaire}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {263-293}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117130}, abstract = {Cherche présentée  Pour l'obtention du grade de Magistère en pédagogie Département de curricula et de méthodologie du FLE          2020 On ne peut pas négliger l’importance et le rôle essentiel de l’apprentissage des langues étrangères dans la vie quotidienne parce que la langue considère comme le visa pour s’ouvrir au monde et connaitre sa culture, ses traditions et toutes nouveautés dans les divers domaines. La langue c’est le signe d’un peuple, son trésor, son patrimoine national. C’est très bien de connaître plusieurs langues, parce que la vérité n’est pas dans une seule langue. On doit connaitre les modalités de communication de nos pays voisins. En outre, l'apprentissage des langues permet aux étudiants de découvrir de nouvelles cultures et leur permet d'échanger des expériences et des connaissances entre eux et les autres et cela favorise leur conscience culturelle et grâce à la langue, les étudiants peuvent établir des relations avec d'autres dans différentes régions du monde. L’apprentissage par projet électronique est une méthode de la pédagogie active possédant un but précis de construction de la connaissance et de la production concrète. Elle engage les apprenants dans un projet composé des étapes et des tâches à accomplir dans le temps tout en utilisant de nombreuses sources d’information, des ressources, des outils et un cahier de charge en utilisant une des plates-formes numériques existées sur internet. La lecture à voix haute de textes au format électronique est de plus en plus importante dans le monde moderne et il s’agit d’un aspect que l’on retrouve dans les trois thèmes principaux. 1- les approches vis-à-vis de l’enseignement de la lecture à voix haute (y compris les mesures prises pour lutter contre les difficultés en lecture); 2- les connaissances des professeurs et les compétences nécessaires pour enseigner la lecture à voix haute; 3- la promotion de la lecture à voix haute en dehors de l’école.   En fait, l’internet et les autres formes de technologies de l’information (messages instantanés, blogs, podcasts, courriel, etc.) ont conféré une portée plus large à la maîtrise de la lecture. L’aptitude des étudiants à lire à voix haute des textes nécessités un éventail de compétences plus large que celui requis pour les textes imprimés. L’esprit critique est considéré plus important encore lorsque les étudiants sont confrontés à des textes sur l’internet.}, keywords = {Efficacité de l’apprentissage par projets électroniques,compétences de la lecture à voix haute en FLE chez les étudiants du cycle secondaire}, url = {https://jrciet.journals.ekb.eg/article_117130.html}, eprint = {https://jrciet.journals.ekb.eg/article_117130_05b9cac842dec244bab4ffb3d0789bc9.pdf} } @article { author = {Ahmad, Ayman Sha’ban Khalifa and Al-Tanany, Attia Abdul Kader and Musa, Hany Ibrahim}, title = {Contextualized Grammar in EFL Students’ Writings: A Case for Corrective Feedback}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {6}, number = {4}, pages = {295-324}, year = {2020}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2020.117131}, abstract = {ABSTRACT T he current study aimed at empirically exploring the effectiveness of the direct versus indirect modes of corrective feedback in developing grammatical accuracy in writing among the EFL majors at the Faculty of Education, Al-Azhar University. The participants of the study (totaling 50) were randomly assigned from the first year EFL students at the Faculty of Education of Al-Azhar University in Cairo and categorized into two experimental groups studying a program designed for contextualizing grammar in writing. To assess the findings of that program and fulfill the purposes of the study, a writing test and its analytic scoring rubric was developed. The results of the study consistently demonstrated that both direct and indirect modes of feedback had high effectiveness in developing grammatical accuracy in writing as the participants who received direct or indirect corrective feedback showed better performance in the post-test than that of the pre-test. The study ended with discussing the findings reached, presenting recommendations, and suggesting some issues for further research.  }, keywords = {Keywords: writing,grammatical accuracy,corrective feedback,direct corrective feedback,indirect corrective feedback}, url = {https://jrciet.journals.ekb.eg/article_117131.html}, eprint = {https://jrciet.journals.ekb.eg/article_117131_692cdc567d3c591c1dd2504c0e422e02.pdf} }