Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401Examining the influence of online reflection mode (Individual vs. Collaborative) on deep learning of pre-service female teachers about Technological and Pedagogical Knowledge11252451910.21608/jrciet.2016.24519ENMohammed ModeefAlsofyaniCollege of Education ,Taif UniversityJournal Article20160114E
xamining the influence of individual and collaborative online reflection on female pre-service teachers' knowledge about pedagogical and technological knowledge is promising. Deciding which mode of reflection is significant can lead to design effective online activities for female pre-service teachers. This research examined the influence of individual and collaborative online reflection on pre-service teachers' knowledge about pedagogical and technological knowledge. The experiment includedtwo groups with pre-post test to decide the effect of online reflection mode on deep learning about pedagogical and technological knowledge of pre-service teacher. Data were analyzed by using t-test since numbers of groups are two and number of variables is one. T-test can be used to complete the comparison process. Finally, results were reported and discussed in the light of the context of the research and the previous literature about online reflectionAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401Designing and Validating an English Speaking General Proficiency E-Test25432452010.21608/jrciet.2016.24520ENMarwa Ahmed RefatNaeemFaculty of Education, Kafr El-Sheikh UniversityJournal Article20160114E
nglish Speaking General proficiency Test is an e-test that was designed and applied to a wide range of EFL speakers: three hundred and thirty participants. The test was meant to be a valid and reliable tool that could be used as a trustful basis for estimating speaking proficiency. Seven speaking sub-skills were assessed for each testee: pronunciation, intonation and stress, vocabulary, grammar, cohesion, content and fluency. There were a number of alternatives for test delivery and administration: at language labs, on personal cell phones or on Google Drive or YouTube. Assessment rubrics were also designed by the researcher so as to score the measured speaking sub-skills. Test reliability was established by calculating Alpha Coefficient. Besides, criterion-referenced validity was statistically calculated by comparing the participants’ scores on the current test with their scores on an ILETS speaking test sample. Both reliability and validity were calculated by using the SPSS 11.0 program. Results showed that the current form of the test was reliable and valid for testing English speaking general proficiencyAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners43692452110.21608/jrciet.2016.24521ENSaneia Abdel HameedElsherbiniAteiaFaculty of Managerial Sciences, Saadat AcademyJournal Article20160114T
his study was conducted to explore The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners. Participants of the current study were 80 female 3<sup>rd</sup> level female students divided into two groups (experimental and control group) with 40 each. The experimental group students trained in self-regulation strategies in learning listening skills while the control group used the traditional way in their learning. The findings indicated that students in the experimental group surpassed the control group in terms of listening performance using self-regulation strategies. Furthermore, results revealed that self-regulation strategies training helped students improve their self-efficacy. The study suggested that due to the significant role of self-regulatory strategies, it is seems relevant to do a comprehensive review on the role of self-regulation in learning a foreign language to gain a deeper understanding of the development of self-regulation in learning a foreign, how language teachers can help the learners to use self-regulatory strategies in a proper way to create positive beliefs about their abilities to learn a foreign language.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401The Employment of Quest Strategy Over The Web In The Development of The Awareness of Political Values For Students of Social Sciences At The Secondary Stage691052452310.21608/jrciet.2016.24523ENAhmed MahmoudFakhryfaculty of Postgraduate studies of Education Cairo UniversityShadia Abdul HalimTamamfaculty of Postgraduate studies of Education Cairo University.Journal Article20160114T
he current research aims to find out the effectiveness of the employment Web Quest on the development of Cognitive achievement and the Awareness of political values for high school students The research sample is ( 391 ) students from public high school. Both the analytical descriptive and the semi-experimental designs are used. Different tools were used as follows: A List of political values, a card of content analysis (content), A cognitive achievement test, And scale to measure the awareness of political values. The results demonstrated that there is a difference with statistical significance between the average scores of the experimental group, "the research group" in the pre and post applications of cognitive achievement test, , And the measurement of awareness in favor of the post application. The results show also the size of the significant impact of the political values unit on the Cognitive achievement and in raising the awareness of political valuesAssociation of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401Factors Impact University Faculty’s Attitudes Toward The Gifted1051252452410.21608/jrciet.2016.24524ENAyidh AbdullahAlgarniFaculty of Education ,Taif UniversityJournal Article20160114Gifted students are a diverse and frequently overlooked group of students. The needs of these students have been neglected in most Saudi schools, despite the adoption of an official giftedness educational policy(Al Qarni, 2010). Research suggests that this may be rather related to limited gifted education training at the preservice level. In fact, despite the support of Saudi government for gifted education, the availability of preservice training in gifted education continues to be limited at most Saudi universities. Previous research showed a lack of courses related to gifted education not only in Saudi Arabia but worldwidegifted (Hudson, Hudson, Lewis, & Watters, 2010; Clinkenbeard, &Kolloff, 2001). In addition, successful implementationof a training course about giftedness is depends on the attitudes of university faculty, those who are responsible for proposing and providing the course. As a result, this research sought to investigate whether or not a relationship exists between the lack of courses related to giftedness and the attitudes toward gifted education held by university faculty,who is responsible to equip teachers with knowledge and skills to work with gifted students. This study also examines factors that may impact their attitudes toward gifted education.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401L'effet de la stratégie des groupes de révision rédactionnelle (GRÉRÉ) sur la correction des erreurs de la traduction d'arabe vers le français auprès des futurs-enseignants du FLE, Faculté de pédagogie, Université de Hélouân.1251692452610.21608/jrciet.2016.24526ENSabri Eid GadEl SayedFaculté de pédagogie -Université de HélouânMohammed SamirRaguehFaculté de pédagogie -Université de HélouânJournal Article20160114A
partir des pratiques enseignantes observées et des programmes appliqués à la faculté de pédagogie de Hélouân, une constatation peut être faite: la traduction se trouve au centre de l'enseignement du FLE par le biais du thème et de la version. Cette recherché a doble but de déterminer les erreurs de traduction d'arabe vers le français à la lueur de la grille de Falbo et de les corriger par une unité proposée en traduction basée sur la stratégie (GRÉRÉ). Les résultats de l'expérimentation ont affirmé que les futures-enseignants de la faculté de pédagogie de Hélouân commettent beaucoup d'erreurs en traduction et que la fréquence d' erreurs de forme est plus grand que celle de contenu , ce qui montre l'influence de la langue maternelle à faciliter la compréhension du TD et l'insuffisance des connaissances linguistiques chez les étudiants en reformulant le TA. Selon la stratégie proposée, on a pu réduire le nombre de ces erreurs et améliorer la performance traduisante chez les membres de l'échantillon.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91072220160401Développement Des Performances De La Communication Orale En Classe Chez Les Étudiants Stagiaires De La Section De Français Faculté De Pédagogie À Travers L’enseignement Réflexif1692042452710.21608/jrciet.2016.24527ENRania MohamedIsmailFaculté de pédagogie, Université de HélouânJournal Article20160114L
e problème de cette recherche s’incarne dans l’espace entre les connaissances et les pratiques dans les performances de la communication orale en classe chez les étudiants stagiaires de de la section de français Faculté de pédagogie ce qui diminue leur qualification d'enseignement en classe.
Pour résoudre ce problème, on a utilisé l’enseignement réflexif pour développer six performances de la communication orale en classe chez 15 étudiantes stagiaires en 3<sup>ème</sup> année section de français faculté de pédagogie.
Cette recherche dépend de deux outils ; un questionnaire pour préciser les performances de la communication orale en classe et trois grilles d’observation pour mesurer les mêmes performances.
Les résultats soulignent l’efficacité de l’enseignement réflexif a développé les performances de la communication orale en classe chez les étudiantes stagiaires.