@article { author = {Fahmy, Ghada and Qoura, Aly and Hassan, Samah}, title = {YUsing SCAMPER-based Activities in Teaching Story to Enhance EFL Primary Stage pupils' Speaking Skills (An Exploratory Study)}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {11-33}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24352}, abstract = {The 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.  }, keywords = {SCAMPER Strategy,Creative Speaking Skills}, url = {https://jrciet.journals.ekb.eg/article_24352.html}, eprint = {https://jrciet.journals.ekb.eg/article_24352_69fbc29ae8a23fb838529c60cbc958c2.pdf} } @article { author = {El-Sayed, Mohammed and Qoura, Aly and El-Hadidy, Mervat}, title = {Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {35-67}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24353}, abstract = {This 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}, keywords = {CALL,listening comprehension and reading comprehension}, url = {https://jrciet.journals.ekb.eg/article_24353.html}, eprint = {https://jrciet.journals.ekb.eg/article_24353_c8a0cf77f9bdddf7bd6a79e68ddeb202.pdf} } @article { author = {Salem, Ahmed and Qoura, Aly and Alhadidy, Mervat}, title = {The Effect of a WebQuest-Based Program on Developing the EFL Listening and Speaking Skills of Secondary Stage Students}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {69-100}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24354}, abstract = {The 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. }, keywords = {Webquest,listening,speaking,Constructivism,Blended learning,EFL}, url = {https://jrciet.journals.ekb.eg/article_24354.html}, eprint = {https://jrciet.journals.ekb.eg/article_24354_4b1057bcb9b9d9e8cb1c341e869cacf9.pdf} } @article { author = {Sanad, Hanan and Ahmed, Mona}, title = {Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {101-131}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24355}, abstract = {The 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.}, keywords = {CLIL,reading comprehension,Vocabulary skills,retention}, url = {https://jrciet.journals.ekb.eg/article_24355.html}, eprint = {https://jrciet.journals.ekb.eg/article_24355_b190c4d26a874ef341653f1a595700de.pdf} } @article { author = {Helwa, Hasnaa}, title = {Using Mobile Assisted Language Learning (MALL) Approach for Developing Prospective Teachers' EFL Listening Comprehension Skills and Vocabulary Learning}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {133-176}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24440}, 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}, url = {https://jrciet.journals.ekb.eg/article_24440.html}, eprint = {https://jrciet.journals.ekb.eg/article_24440_ce71353f84ed505ebe7b1c6b12c84374.pdf} } @article { author = {Masoud, Howida and Ibrahim, Omnia}, title = {The Effectiveness of Using an e-Mind Mapping Software Based Program in Developing Faculty of Education 2nd Year English Majors' Vocabulary Acquisition and Use}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {177-224}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24441}, 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.}, keywords = {Vocabulary acquisition,Vocabulary use}, url = {https://jrciet.journals.ekb.eg/article_24441.html}, eprint = {https://jrciet.journals.ekb.eg/article_24441_b87050de5accea896116716b348405d7.pdf} } @article { author = {Abdullah, Najwa}, title = {Un Programme Proposé basé sur l’apprentissage actif pour développer quelques compétences de l’enseignement créatif chez les futurs enseignants du F .L .E}, journal = {Journal of Research in Curriculum Instruction and Educational Technology}, volume = {3}, number = {4}, pages = {225-261}, year = {2017}, publisher = {Association of Arab Educators (AAE), Egypt}, issn = {2356-9107}, eissn = {2537-0669}, doi = {10.21608/jrciet.2017.24444}, abstract = {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.}, keywords = {sur l’apprentissage,quelques compétences,l’enseignement créatif,F .L .E}, url = {https://jrciet.journals.ekb.eg/article_24444.html}, eprint = {https://jrciet.journals.ekb.eg/article_24444_f1f7f507de51a258736da57b4b9865ae.pdf} }