Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
The Effectiveness of using Learning Diaries in developing Critical Writing Skills for Al Azhar Preparatory School pupils
11
44
EN
Asmaa
abdel Fattah Eid
Mostafa
October 6 University
10.21608/jrciet.2019.54433
The aim of this study was to investigate the effect of learning diaries on developing Critical writing skills for Al Azhar preparatory school pupils. An quasi experimental method was adopted. Sample members of the study were 80 students, (N= 80). They were randomly chosen and divided into two groups: the experimental group and the control group after being sure that they were equivalent. A critical writing test was used to measure the critical writing skills for the Al Azhar preparatory school pupils of the sample members. Based on the students' mean scores of the test, results showed that the performance level of EDSs' writing was low. The experimental group students were trained in critical writing skills through the use of diaries learning, while the regular instruction was used with the control group. To achieve the aims of the study, the researcher designed a critical writing skills pre/ post test to measure the students' critical writing skills. It was administered to them before and after the experiment. The mean scores of the pre / post administrations of the test were treated statistically. Results also showed that there is a statistically significant difference between the post-test administrations mean scores of the experimental and the control groups in critical writing skills in favor of the experimental group."
Learning Diaries,Critical Writing
https://jrciet.journals.ekb.eg/article_54433.html
https://jrciet.journals.ekb.eg/article_54433_0db08c175f8a7bbd69ca95fbda1c5897.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students
45
66
EN
Elsayed
Ahmed Mohammad
Sadaka
Workers' University
10.21608/jrciet.2019.54434
This pre-post experimental study aimed at investigating the effectiveness of a strategy based on Action Research in developing English reading comprehension skills of Workers’ University students, Kafr ElSheikh branch. The participants consisted of 70 students chosen from 1st year Workers' University students, department of industrial affairs in the first semester 2018 – 2019. The researcher used the following instruments: a reading comprehension skills checklist, and a pre-posttest on reading comprehension skills. The results revealed that there are statistically significant differences at (0.05) between the mean scores of the experimental group students and those of the control group students in the post-test in English reading comprehension skills in favor of the experimental group. Furthermore, the results pointed out that there are statistically significant differences at (0.05) between the mean scores of the experimental group students in the pre and post-test of some English reading comprehension skills in favor of the post-test.
Action Research,English reading comprehension skills
https://jrciet.journals.ekb.eg/article_54434.html
https://jrciet.journals.ekb.eg/article_54434_26b35e6266df76cffc31df707b6b99c5.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
The Effectiveness of a Strategy Based on Action Research in Developing Translation Skills of Workers’ University Students
67
87
EN
Elsayed
Ahmed Mohammad
Sadaka
Workers' University
10.21608/jrciet.2019.54435
T<br /> <br /> <br /> <br /> <br /> <br /> <em>his pre-post experimental study aimed at investigating the effectiveness of a strategy</em><em>b</em><em>ased</em><em> on Action Research in developing English translation skills of Workers’ University students, Kafr ElSheikh branch. The participants consisted of 70 students chosen from 1st year Workers' University students, department of industrial affairs in the first semester 2018 – 2019. The researcher used the following instruments: a translation skills checklist, and a pre-posttest on translation skills. The results revealed that there are statistically significant differences at (0.05) between the mean scores of the experimental group students and those of the control group students in the post-test in English translation skills in favor of the experimental group. Furthermore, the results pointed out that there are statistically significant differences at (0.05) between the mean scores of the experimental group students in the pre and post-test of translation skills in favor of the post-test.</em>
Action Research,English translation skills
https://jrciet.journals.ekb.eg/article_54435.html
https://jrciet.journals.ekb.eg/article_54435_7569ec01e7785a340fc9515883a4d8e0.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
The Effectiveness of Using Dramatic Problematizer Language Learning Model (DPLLM) in Developing EFL Prospective Teachers' Critical Reading Skills and Reading Habits
89
148
EN
Hasnaa
Sabry Abdel-Hamid Ahmed
Helwa
Faculty of Education- Benha University- Egypt
10.21608/jrciet.2019.54436
The purpose of the research is to investigate the effectiveness of using dramatic problematizer language learning model (DPLLM) in developing EFL prospective teachers' critical reading skills and reading habits. The design of the research was a mixed research methodology. It combined both quantitative and qualitative methods of inquiry. The participants of the research consisted of sixty students (N=60). They were chosen from third students enrolled in English section at Benha Faculty of Education, Egypt. They were divided into two groups; an experimental group (N=30) and control group (N= 30). The experimental group was taught through using Dramatic Problematizer Language Learning Model (DPLLM), while the control group was taught by the regular method. Both groups were tested before and after the intervention. The instruments of the research included an EFL critical reading skills test, reading habits scale and semi-structured interview. Results of the research revealed a statistically significant difference between the mean scores of the control group and experimental group students in the pre and post administration of the EFL critical reading skills and reading habits in favor of the experimental group. These results were ascribed to using dramatic problematizer language learning model.
Dramatic Problematizer language learning Model (DPLLM),EFL Critical Reading Skills,Reading Habits
https://jrciet.journals.ekb.eg/article_54436.html
https://jrciet.journals.ekb.eg/article_54436_372caa2a58fd88785b0962d1c86a4cac.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
The Effectiveness of Using SCAMPER Strategy in Developing English Critical Reading Skills for First Year Secondary School Students
149
174
EN
Marwa
Abdelsabour
Mahfouz
October 6 University
10.21608/jrciet.2019.54437
The current study attempts to investigate the effectiveness of SCAMPER strategy in developing secondary school students’ EFL critical reading skills. The current study is a quasi-experimental pre-post one group design. The study participants were (22) first year secondary school students. To collect the data, a three-unit instruction reading comprehension program was designed. Before the treatment, the participants’ critical reading skills were pre-tested. During the course of intervention. After the study group exposed to explicit SCAMPER strategy. Results revealed that the study group mean scores on the post critical reading test surpassed that of the post-test. Accordingly, SCAMPER strategy was effective in developing EFL secondary school students’ critical reading. However, teaching English critical reading should be an integral part of EFL secondary school curriculum.
SCAMPER Strategy,Critical Reading
https://jrciet.journals.ekb.eg/article_54437.html
https://jrciet.journals.ekb.eg/article_54437_c10f45d15affbeaa29b0cbe436e829c5.pdf
Association of Arab Educators (AAE), Egypt
Journal of Research in Curriculum Instruction and Educational Technology
2356-9107
2537-0669
5
4
2019
10
01
Investigating EFL Prospective Teachers' Ability to Translate idioms
175
207
EN
Heba
Abdelsabour
Abdelazim
, October 6 University
10.21608/jrciet.2019.54438
The main objective of this study is to investigate EFL teachers' ability to translate idioms and to measure their translation strategy awareness. The study tried to answer two questions: To what extent are EFL teachers at October 6 university able to translate idioms and to what extent are EFL prospective teachers at October 6 university aware of translation strategies? The study sample is English majors at the Faculty of Education, October 6 University. Some of the EFL upcoming teachers participated in the study as they were carrying out their final exams of the second term of the academic year 2018-2019. The study involved 43 EFL prospective teachers. The study sample involved only fourth year English language majors that should be highly aware of the courses of English and translation. To collect the required data, a translation test and translation strategy awareness questionnaire were made, validated and administered. The administration of the study instruments happened in their final second term of the academic year 2018-2019. The sample of the present study were asked to translate 20 items in addition to respond to translation strategy awareness questionnaire through ticking the strategies they use in translation. Results manifest that 86.05% of the study sample were unable to pass a translation test and their awareness regarding translation strategies was poor since they got 40.42% whereas the cut-off level was 50%. Finally, some suggestions and recommendations were proposed.
EFL prospective teachers,Ability to Translate idioms
https://jrciet.journals.ekb.eg/article_54438.html
https://jrciet.journals.ekb.eg/article_54438_1766bd998b27e0419a03a3fb6ecbd691.pdf