Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401An Online Training Program Based on International Electronic Medical Journals Criteria to Develop Egyptian Physicians' Academic English Writing Skills11313193310.21608/jrciet.2019.31933ENAya Maher Tawfik MohamedAliMansoura University, Faculty of Education, Department of Curriculum & InstructionAly Abdul-SameaQouraMansoura University, Faculty of Education, Department of Curriculum & InstructionAdel Abd AlHaliemAlSheikhMansoura University, Faculty of Education, Department of Curriculum & InstructionJournal Article20190516Abstract:<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> his study explores the learning experiences of 30 non-native English-speaking physicians who participated in an online training program for academic writing and publication skills which consisted of 2 monthly with 2 hours per sessions. Participants identified barriers to writing, had time to write, and completed at least one research article. Participants provided written responses to questionnaire questions about their learning experience, and at the end of the program, participants identified manuscripts submitted for publication, and completed an evaluation rubric. The result shows that this academic writing program facilitated the knowledge, and support needed skills to foster writing productivity. All participants completed at least one research article by the end of the program and 67% were able to publish their research articles in high-impact journals. It is suggested the physicians' academic writing and publication's productivity requires continued follow-up.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401Scenarios: A new perspective for critical speaking in EFL contexts33713193410.21608/jrciet.2019.31934ENAli M.AlShehriAssociate Professor of Linguistics
College of Science & Arts in Baljurashi, Al Baha UniversityKingdom of Saudi ArabiaJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> D<br /> <br /> <br /> <br /> <br /> <br /> ue to a growing interest in scenarios, and considerable investment in the EFL contexts, the current study examines the relationship between scenarios and language learning with particular reference to critical speaking skills. It provides a semi detailed review of literature on scenarios: definitions, pedagogical approaches, elements, types, objectives, characteristics of good scenarios, and creating scenarios. It reports on scenarios in EFL contexts shedding light on language teaching, authentic learning and knowledge management, ending with the practical use of scenarios in education. Under the title that reads critical speaking skills, the researcher documented some attempts for developing critical speaking skills – that he could reach. For integrating scenarios and critical speaking skills, the study provides some guiding teaching scenario-based situations, followed by discussion for implications for applied linguistics. And finally, the study ends with the conclusions reached, some recommendations to be considered, and some suggestions for further research.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401Using the Lexical Approach - Based Activities To Enhance EFL Preparatory Stage Students' Vocabulary Learning73913193810.21608/jrciet.2019.31938ENAya El-sayed El-shahatAttyaMansoura University, Faculty of Education, Department of Curriculum & InstructionAly A.QouraMansoura University, Faculty of Education, Department of Curriculum & InstructionAsmaa A.MostafaMansoura University, Faculty of Education, Department of Curriculum & InstructionJournal Article20190516<strong>Abstract: </strong><br /> <br /> <br /> <br /> <br /> <br /> V<br /> <br /> <br /> <br /> <br /> <br /> ocabulary has been considered as the building block of language. EFL teachers almost always apply traditional techniques for teaching new vocabulary. The present study aimed to discover the effects of a fairly new vocabulary learning technique that is, teaching vocabulary through activities based on the lexical approach learning. This experiment utilized a Pre-post -test. Fifty students at the preparatory stage were selected through convenient sampling. They were divided into two groups of 25. The present study adopted the quasi-experimental design, using one experimental group and one control group. The experimental group was taught through the treatment i.e., studying vocabulary through collocations, whereas the control group was taught vocabulary through the traditional methods of presenting vocabulary that is suggested in the Teacher's Guide. The two groups were tested before and after the experiment. The results demonstrated that vocabulary learning through collocations eventuated in a better learning of the words than teaching them by means of classical techniques and improves learning of new words.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401Investigating Preparatory Year Students' Recognition of Universal Values at University of Tabuk9310231939ENSaud M.AlshammaryPhD Assistant Prof. of Curricula & Instruction
Faculty of Education and Arts, University of Tabuk, KSAJournal Article20190516Abstract
I
n a turbulent world, higher educational institutions are requested to better humanize the courses offered to students in order to enhance cross-cultural understanding and to maintain diversity tolerance among world nations. For achieving such goals, imparting universal human values in higher education programs could be one of the effective measures. Responding to such crucial question, the current study attempted to investigate Saudi preparatory year students' recognition of universal values at University of Tabuk and the extent to which preparatory year courses target such values. For collecting data required, a list of universal value was prepared and two questionnaires were developed, validated, and implemented. The surveyed sample was (106) preparatory year students at University of Tabuk. Data analysis revealed three main results. Firstly, the (15) suggested universal value were approved by (10) university professors. Secondly, preparatory year students highly recognized the 15 universal values. There were no statistically significant differences in students' value estimation due to their academic majors. Thirdly, the participants admitted that the current preparatory year offered courses highlight the target universal values. However, more explicit orientation courses on universal values should be offered. Advanced courses should be evaluated in the light of universal value principles.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401Effectiveness of Using Collaborative Virtual Writing Platforms to Enhance EFL Pre-Service Teachers’ Reflective Writing and Content Curation Skills1031263194110.21608/jrciet.2019.31941ENNesreen ThaniAl HomaidAssistant Professor of Curriculum and English Language Methodology
Princess Nourah bint Abdulrahman University Riyadh
Kingdom of Saudi ArabiaJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he current study aimed at investigating pre-service EFL teachers’ reflections on their writing, and examining the development of reflective writing via using collaborative virtual writing platforms. The study participants were 30 pre-service teachers forming two groups (Control = 15, Experimental = 15) – enrolled in a semester of Practical Training Period – at Princess Nora Bint AbdulRahman University in Riyadh, Saudi Arabia during the 2016/2017 academic year. A survey ( one-on-one interview) and an in-depth document analysis constituted the tools of the study. Having developed and validated those tools, they were administered pre and post using collaborative reflections in PENFLIP platform to the experimental group, whereas the control group wrote their reflections in a routine individual way. Frequent instructor feedbacks were introduced to help the experimental group evaluate their reflections. One of the main study results revealed that 40% of the student teachers were non-reflective due to their inexperience of reflective thinking reflecton on wrting, and their lack of theoretical knowledge and course content.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074220190401An Interactive Whiteboard Activities-based Program to Enhance EFL primary learners' Writing skills and Motivation.1271483194310.21608/jrciet.2019.31943ENWalaa Adel Abdel SalamMohamedMansoura University, Faculty of Education, Department of Curriculum & InstructionAly Abdul-SameaQouraMansoura University, Faculty of Education, Department of Curriculum & InstructionMervat SalehEl HadidyMansoura University, Faculty of Education, Department of Curriculum & InstructionJournal Article20190516ABSTRACT<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he present study aimed at investigating the effect of using Interactive white board activities based program (IWB) on improving primary stage pupils' writing skills and their motivation. The targeted writing sub- skills were (Content– vocabulary – grammar- organization – Mechanics of writing). The study adopted the quasi-experimental design using sixty six<sup>th</sup> year primary stage pupils to be the study participants who were divided into two groups: an Experimental group received the IWB treatment and a Control group received the traditional method. Instruments designed and used in the study were à writing skills questionnaire, a pre-post writing test, an interactive whiteboard activities check list, and a writing motivation scale. The Experimental treatment was conducted during the second semester in the academic year 2016/2017. Results showed that there were statistically significant differences between the Experimental and control groups on both instruments (EFL writing test and motivation scale) in favor of the Experimental group. In addition, there were statistically significant differences between pre- and post-levels of the Experimental group on both instruments in favor of the post level. These results indicated that the IWB led to developing pupils' EFL writing skills and motivation in English language.