ORIGINAL_ARTICLE
A Suggested Science Curriculum for Hearing Impaired Primary Stage Students Based on Their Needs to Develop Their Preventive Awareness
T
he current research aimed at evaluating the effectiveness of a suggested science curriculum for hearing impaired primary stage students based on their needs to develop their preventive awareness. To achieve this aim, the researcher designed a list of the needs in whose light the suggested science curriculum for primary stage should be designed. This list was used to reach a suggested form for the curriculum to develop the dimensions of preventive awareness. A unit for sixth-year, primary stage titled ‘the sun is the source of all energies’ was selected and prepared in detail out of the suggested vision. In light of the previous, a teacher’s guide to teach the unit was designed. In addition, the researcher prepared the research instruments which included an achievement test, an attitude scale, and a test for the ability to deal in real life situations. A group of participants was then selected to participate in the research and the instruments were applied to these participants before and after application. The results revealed that there is a statistically significant difference between the mean scores of the research participants in the pre and post-application of the achievement test, the attitude scale, and the test for the ability to deal in real life situations in favor of the post-application.
https://jrciet.journals.ekb.eg/article_24501_2ac749958989dcba60f2c09b67237169.pdf
2016-07-01
11
44
10.21608/jrciet.2016.24501
A suggested science curriculum based on needs
hearing impaired students
primary stage
preventive awareness
Hebatullah
Mokhtar
1
The National Center for Examinations and Educational Assessment
AUTHOR
ORIGINAL_ARTICLE
The effect of a blended learning program using Schoology LMS on developing EFL preservice teachers' teaching knowledge and reducing their writing anxiety
T
he study aimed at developing preservice EFL teachers’ teaching knowledge and reducing their writing anxiety. To achieve these aims, an instructional program based on the free LMS (learning management system) Schoology was developed. Schoology is a free-access, web-based, multi-function LMS that can be utilized in education at no cost. Ten units of the course (Practicum One) were designed to fit and benefit from the tools available in the LMS. Instruments of the study included an achievement test and a scale of writing anxiety. The test was developed by the researcher, while the scale was modified from Cheng 2004. Sample of the study consisted of 93 female students enrolled at the General Diploma program at Taibah University. Of them, 43 were treated as the experimental group, and 40 were treated as the control group. Results of the achievement posttest showed a significant and remarkable difference between the two groups favoring the experimental group. The scale results shows that experimental group students’ writing anxiety was drastically reduced. Recommendations and suggestions are presented.
https://jrciet.journals.ekb.eg/article_24503_da775453ba1093b5d958b35559a1a2ad.pdf
2016-07-01
45
67
10.21608/jrciet.2016.24503
blended learning program
Schoology LMS
developing EFL preservice teachers'- teaching knowledge
reducing writing anxiety
Antar
Abdellah
1
South Valley University
AUTHOR
ORIGINAL_ARTICLE
The Effects of the Frequency of Lexical Errors on the Quality of EFL Learners’ Writing Through Email Communication
T
his study seeks to investigate the effects of the frequency of lexical errors on the assessment of compositions written by the primary school learners, and factors that cause lexical errors in their writing in English through email communication. The data, 182 compositions, were gathered from 51 sixth grade learners during the second semester of 2015. The results revealed that the students had the greatest problem with formal mis-selection of words in lexical error category. The results showed that the type of writing prompt seemed to have an effect on the frequency of occurrence of lexical errors. Participants made more mistakes on interlingual/transfer errors than on intralingual/developmental errors. Learners also had intralingual errors due to the overgeneralizations and partial exposure to the target language. In addition, learners also included internet linguistic features in their writing. A low negative correlation was found between the holistic scores and the frequency of lexical errors. The results also provided evidence that as the frequency of lexical errors decreases the quality of the compositions relatively seems to increase. Some implications are drawn this study. Teachers can include these errors in the teaching, and they should provide a context where fluent and accurate language use should be modeled to learners.
https://jrciet.journals.ekb.eg/article_24504_065731c716fb9d2028540024de474f17.pdf
2016-07-01
67
93
10.21608/jrciet.2016.24504
Frequency of Lexical Errors
Quality of EFL Learners’- Writing Through Email Communication
Ahmed
Seifeddin
1
Faculty of Education at Shibeen El Koum - El Monofya University
AUTHOR
Hanan
Ebedy
2
AL-Ma’aref High Institute for Languages and Translatio
AUTHOR
ORIGINAL_ARTICLE
Teaching Unplugged: Does it have the Potential to Improve EFL Students’ Speaking skills in a Writing Class?
T
he present study attempted to investigate the effect of unplugged teaching of writing on EFL majors’ speaking as well as essay writing skills. All level-one EFL students enrolled in the writing 1 (code: 1606110) course at the College of Education and Arts, Northern Borders University, Saudi Arabia, participated in this study. They were randomly divided into an experimental and a control group. Unplugged teaching of writing was used with the experimental group students, whereas students of the control group were taught in the usual way by using the prescribed writing book. A pre-post speaking test and a pre-post writing test were used to assess participants’ speaking and essay writing skills. Results revealed that experimental group students outperformed their counterparts of the control group in both speaking and essay writing skills. Based on these findings, it was recommended that teaching unplugged, if not implemented alone, could be used as a complement, not a replacement for the coursebook-based lessons. In addition, a radical change should be made in EFL teachers’ convictions, from viewing their roles as conferrers of knowledge to that of mentors, from controllers to facilitators. Moreover, EFL teachers are recommended to return to the basics of their job, to scrutinize their resources, and to realize that they do not need to depend on a coursebook or on an interactive whiteboard to be effective teachers. They need to liberate themselves from their slavish dependence on materials, and newly invented digital gadgets and to return English language teaching to its roots by using instructional practices which are more conversation-driven and materials-light.
https://jrciet.journals.ekb.eg/article_24505_96d056474b9ad8ab6f6ed15b34d83ae9.pdf
2016-07-01
93
127
10.21608/jrciet.2016.24505
Teaching Unplugged
Speaking skills
Writing Skills
Osama
Dr.Osama Hassanein Sayed
1
New Valley Faculty of Education, Asyut University
AUTHOR
ORIGINAL_ARTICLE
A Meta-analysis for Results of Research on Virtual Classrooms’ Use and Utilization
T
he main aim of the study is to analyze the results of the uses of the research and its impact on the environment from 2006 to 2010.All these facts will provide a theoretical information in the scientific field.
This will be achieved through accessing a virtual learning and by studying the expected problems in the scientific field. Educators and communicators have to be informed with the research results which can help in improving the educational system.
Research Procedures:The research process is to show and analyze the previous studies that is related to the topic of the research.
Research Results & Findings:The general conclusion is the effective uses of the environmental learning style. It is either an immediate achievement or delayed one) it depends on the skills required, the learners thoughts towards using the virtual learning system and this also according to the subjects learnt, the stage and the source of the study except some changes, we didn’t prove its validity.
https://jrciet.journals.ekb.eg/article_24506_9cc0018a495633c9970521de8499c456.pdf
2016-07-01
127
171
10.21608/jrciet.2016.24506
A Meta-analysis
Results of Research
Virtual Classrooms’ Use
utilization
Ehab
Hamza
1
Faculty of Education, Helwan University
AUTHOR
Amr
Ghoniem
2
The News Sector, The Egyptian Television
AUTHOR
ORIGINAL_ARTICLE
Collaborative Learning Based on Tools of Web 2.0 and Its Effect on Developing Hypermedia Design and Production Skills among Faculty of Education Students According to Their Learning Styles.
T
he current research aims at measuring the effect of collaborative learning based on tools of Web2.0 on developing hypermedia design and production skills among thirty female at level seven at the Faculty of Education, University of Hail according to their learning styles. Research tools included achievement test and observation checklist for the skills of designing and producing hypermedia, as well as Torrance test of learning and thinking styles and were applied pre and post on the study sample. The study used T-test and ETA square in SPSS to analyze the results and their interpretation, and the study found the following results:
1.There is a statistically significant difference at (0.05) level between the mean score of the research sample in achievement test of the concepts involved in the skills of designing and producing hypermedia (pre, post) in favor of the post assessment.
2.There is a statistically significant difference at (0.05) level between the mean score of the research sample in observation checklist of performing the skills of designing and producing hypermedia (pre, post) in favor of the post application.
3.Collaborative learning environment achieves the effect of (≤0.14) in the cognitive aspects and aspects of the performing skills of designing and producing of hypermedia.
4.There is a statistically significant difference at (0.05) level between the mean score of the research sample in the pre and post application of the scale of learning and thinking styles when using collaborative learning, and in favor of the post one.
https://jrciet.journals.ekb.eg/article_24507_3c9085dfc780173d879e23dac1f69aa5.pdf
2016-07-01
171
244
10.21608/jrciet.2016.24507
: Collaborative learning
Second Generation Tools "web2.0"
Hypermedia
Learning Styles
Eman
Shoeib
1
Faculty of Specific Education, Fayoum University, Egypt & Assistant professor at Department of Educational Aids and Technology, Hail University, Saudi Arabia.
AUTHOR
ORIGINAL_ARTICLE
Descriptive study to identify the relationship between emotional intelligence and self- efficacy among a sample of female students at King- Abdulaziz University
Introduction: A consideration of emotion has been traditionally neglected in the context of teaching and teacher education. This has begun to change with the recent research on emotional intelligence (EI). It is highly likely that emotionally intelligent individuals could provide help in how to manage emotions to less emotionally intelligent individuals The aim of this study is to identify the relationship between emotional intelligence and self- efficacy among a sample of female students at King- Abdulaziz University. Additionally to identify if there is a statistical significant relationship between self-awareness and self-efficacy among female students. We also hypothesized that students with high EI, will develop more self-motivation and increase their levels of self-efficacy and vice versa. Methodology: The sample was composed of 180 female students from King Abdulaziz University. Random sampling technique was used to select the study participants. Both Emotional Intelligence scale (2005) and Self-Efficacy scale (2001) were individually administered to all the research participants. To assess if there is a relationship between the Emotional Intelligence including, “self-awareness, emotional management, personal motivation and emotional sympathy” and Self-efficacy including their ways of dealing with daily stresses. The author obtained all necessary approvals.Results: Results showed that The study has proved that there is a statistical significant relationship between emotional intelligence and self-efficacy which confirm the main hypothesis. Also there was no statistical significant relationship between personal motivation and self-efficacy, also there was no statistical significant relationship between self-awareness and self-efficacy. Conclusion: Academic performance, schooling, personal life, social relationships are in line with the emotional intelligent, so programs that enhance the emotional intelligent will enhance the quality of life of the future generation. In short, when a stressful situation arises in the study place, preventive strategies could include the enhancement of students’ emotional intelligence and self-efficacy
https://jrciet.journals.ekb.eg/article_24508_5592ea9f7703c74c5078ae071f5b5a99.pdf
2016-07-01
233
247
10.21608/jrciet.2016.24508
Descriptive study
identify the relationship
emotional intelligence
self- efficacy among
a sample of female students
King- Abdulaziz University
Nisreen
Mohamed
1
University of King Abdel Aziz University Jeddah - Saudi Arabia
AUTHOR