Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101The Impact of Corpus-Based Program on Enhancing the EFL Student Teachers’ Writing Skills and Self-Autonomy11532448810.21608/jrciet.2018.24488ENYousra AlyQouraMansoura University , Faculty of Education Curriculum &Instruction DepartmentBadran HassanMansoura University , Faculty of EducationAsmaa MostafaMansoura University , Faculty of EducationJournal Article20180114T
he purpose of the present study was to investigate the effectiveness of the Corpus-Based Program Training on Enhancing EFL Writing Skills, and Self-Autonomy among Student teachers at the faculties of Education. To fulfill the purpose of the study, three instruments were constructed; An EFL Writing Skills Checklist designed to determine writing skills that student teachers need, a Pre-post EFL Writing Test, A Rubric for scoring the EFL Writing test, and Language Learning Autonomy Inventory developed to uncover language earning self-Autonomy concept of EFL student teachers. The validity and reliability of the study instruments were established before their use in the study. The study adopted the quasi-experimental design. The sample of the study consisted of 60 student teachers randomly selected from the Department of Foreign Languages, Faculty of Education in Mansoura University, in Mansoura city. where 30 student teachers represented the experimental group, and 30 represented the control group. The Corpus-Based Program training was administered to the experimental group for five weeks whereas the control group received the conventional teaching following the prescribed Teacher's Guide procedures. Results of the study revealed that Corpus-Based Program training led to significant improvement in student teachers' EFL Writing Skills, and their language learning Autonomy. A number of recommendations concerning the use Corpus-Based Program, EFL Writing skills, and course design were presented.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101Transformative Teacher Education in the Community of Knowledge55972448910.21608/jrciet.2018.24489ENTaher MohammadAl-HadiFaculty of Education, Suez Canal UniversityJournal Article20180114T
eacher education aims to foster a change in perspective in teaching and learning within various educational contexts from prospective teachers to real teachers. This change is often seen to involve three forms of knowing: knowing "that", knowing "how", and knowing "why". Transformative learning has much to do with such a change. When prospective teachers critically reflect on teaching as a process, and are engaged in a rational dialogue within a safe, supportive, collaborative classroom environment, they will be able to accomplish the outcomes coming and then consider them in future practices: elaborating or redefining the existing frames of reference, learning new frames of reference, transforming points of views, and transforming habits of mind. By so doing, they can become transformative teachers who can affect their learners – implicitly or explicitly – to be transformative as well.Therefore, this paper addresses how transformative learning can be activated in teacher education programs in general for constructing a community of knowledge. The paper has four main sections. Section one deals with the relationship between transformative learning, critical reflection and teacher education. Section two tackles the form, the features and the requirements of the pedagogic context for developing transformative learning. The paper concludes with section three which proposes a conceptual model for using transformative learning in teacher education contexts. It ends with section four giving some implications that can be implemented so as to set the proposed transformative learning-based model into practice.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101Using Webspiration to Develop Preparatory Stage Pupils' EFL Critical Reading Skills991372449010.21608/jrciet.2018.24490ENMarwa SaidEl-GarawanyFaculty of Tourism and Hotels,
University of Sadat City, Egypt.Journal Article20180114T
his study aimed at investigating the effect of using Webspiration on developing EFL critical reading skills among preparatory stage pupils. Participants (N = 18) were chosen at random from first year pupils at Elshaheed Hamad El-Saidy Preparatory School, El-May, Shebin El-Kom Educational Zone, Menoufia Governorate, during the second semester of the 2016-2017 school year. An EFL critical reading skills test was developed and administered before and after the experiment. A Webspiration-based program was designed. The experiment lasted for six weeks during which in-class and out-of-class activities based on the use of Webspiration collaborative web-based concept-mapping tool were carried out by the pupils. Results revealed that the study group achieved significant gains in EFL critical reading skills. Thus, using Webspiration proved to have a positive effect on developing preparatory stage pupils' EFL critical reading skills.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101Ambiguity tolerance of Egyptian EFL undergraduates: A sociolinguistic, psycholinguistic and pedagogical perspective1391532449110.21608/jrciet.2018.24491ENMarghany MahmoudMarghanyFaculty of Education, October 6 UniversityJournal Article20180114T
he study examines why Egyptian EFL undergraduates find it difficult to comprehend the proper syntactic structures of their target language (i.e. English) and particularly translate the meaning of an Arabic-written source text into English. Such differences are analyzed in line with the gender variables (i.e. male and female Egyptian learners) and their ability to tolerate the syntactic and connotative differences which exist between the English and Arabic languages. This difficulty emanates from the syntactic differences which exist between their mother tongue (i.e. Arabic) and their target language (i.e. English). Such syntactic differences lead to linguistic uncertainty on the part of Egyptian EFL undergraduates. The ability of overcoming such linguistic uncertainties may vary among the Egyptian EFL learners particularly when they fulfill a translation-based task from a source text written in Arabic into English. This is attributed to the fact that translation from a mother tongue into the target language is the main field in which such syntactic differences become visible and tangible. The study provides implications for the teaching of translation as a core course at the Department of Languages and Translation.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101Online Project based Instruction in English Language Learning: Theory and Practice15517332449210.21608/jrciet.2018.24492ENHasnaa SabryHelwa- Faculty of Education- Benha University-EgyptShaimaa SabryHelwaFaculty of Specific Education- Benha University- EgyptJournal Article20180114T
he aim of this research paper is to investigate the effect of online project based instruction on English language learning. It provides theoretical background about online project based learning, and then clarifies how it can be used for developing English language. Project-based learning-powered by contemporary technologies is a strategy certain to turn traditional classrooms upside down. When students learn by engaging in real world projects, every aspect of their experience will change. The teacher's role shifts, he or she is no longer the content expert and student behavior also changes. Instead of following the teacher's lead, learners pursue their own questions to create their own meaning, even the boundaries of the classroom change. Teachers still design the project as the framework for learning, but students may wind up using technology to access and analyze information from all corners of the globe.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074120180101Using Lexical Chunks for Developing MUST English Majors’ Oral Communication1751952449310.21608/jrciet.2018.24493ENHanan Abdel-BaqiKhalilCol. of FL Misr University for Science & Technology (MUST)Journal Article20180114T
he current study investigated the effect of the training on using the lexical chunks on developing oral communication among 3rd year English majors at Misr University for Science and Technology (MUST). The problem of the study was that 3rd year English majors could not communicate effectively in oral interaction because of the lack of their awareness of the lexical chunks and how to apply them to have an effective oral communication. So, raising the degree of the study group’s awareness of the lexical chunks, their forms, and how to apply them into real oral communication among 3rd year English majors in Summer 2016 semester. The study included some instruments, a pre lexical chunks oral test, an oral communication test, and a reflection sheet. Results of the lexical chunks oral test before the implementation of the study revealed that the study group did not receive any kind of direct or indirect instruction on using lexical chunks. Results of the pre/ post oral communication test proved that the study group could apply lexical chunks effectively in the oral communication test