Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning11363195410.21608/jrciet.2019.31954ENSara Albadawy Abdel-NabyAlashryA teacher of EnglishAly Abdel-SameaQouraProfessor of Curriculum &Instruction: TEFLRehab Hamadtoh Abu-AlghaitGoharLecturer of Curriculum& Instruction: TEFLJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001Using Flipped Learning for Enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy37803195510.21608/jrciet.2019.31955ENMarwa Gamal MuhammadShehataTEFL Lecturer at the Dept. of Curriculum & Instruction
Faculty of Education- Minia UniversityJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he present study aimed at investigating the use of flipped learning for enhancing Faculty of Education English Majors' Reflective Teaching Skills and Learning Autonomy. A quasi-experimental pretest- posttest control group design was employed. Seventy third year Faculty of Education English majors in the academic year 2017-2018 were randomly divided into two intact groups: a treatment group and a non-treatment one. A teacher's guide was designed by the researcher in the light of the flipped learning strategy and used with the treatment group, whereas, the conventional way of instruction was used with the non-treatment group. The data of the study were gathered by a pre-post reflective teaching skills test and a learning autonomy scale. Instruments of the study included a needs assessment questionnaire on the reflective teaching skills, a language proficiency test, a reflective teaching skills test and a learning autonomy scale. Analysis of data obtained showed that the treatment group achieved a higher degree of improvement in the post testing than the non- treatment group on both the reflective teaching skills test and the learning autonomy scale. Recommendations and suggestions for further research were presented.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001Utilizing Vocabulary Self-Collection Strategy Plus in Developing EFL Primary Stage Pupils’ Vocabulary Learning and Risk-Taking821083195810.21608/jrciet.2019.31958ENFaten A.ZahranDepartment of English, Horus University in EgyptJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he aim of this study was to measure the effect of utilizing vocabulary self-collection strategy plus in developing primary stage pupils' vocabulary learning and their level of risk-taking. It was anticipated that pupils receiving training using vocabulary self-collection strategy plus would reveal greater gains in vocabulary learning and risk-taking. Two instruments -designed by the researcher- that include: vocabulary achievement test and risk-taking scale were used for data collection. Results shown that the traditional method used to teach vocabulary is not as significant as vocabulary self-collection strategy plus that developed pupils' vocabulary learning and their level of risk-taking. It was concluded that the experimental group outperformed the control group on the post vocabulary achievement test and risk-taking scale as a result of using the vocabulary self-collection strategy plus.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001A Proposed Metacognition-Based CALL Program to Improve EFL Students’ Reading Comprehension Skills and Motivation1091343195910.21608/jrciet.2019.31959ENDoaa Ali AbdrabouAliFaculty of Education Mansoura UniversityAly A.QouraFaculty of Education Mansoura UniversityRehab H.GoharFaculty of Education Mansoura UniversityAmin S.AminFaculty of Education Mansoura UniversityJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he purpose of the current study was to improve EFL secondary school students’ reading comprehension skills and motivation using a proposed metacognition-based CALL program. The study was implemented on 15 EFL secondary school students. A pre-post reading comprehension skills test was designed and used as an instrument in this study to assess students’ reading comprehension skills before and after the experimental treatment. In addition, a motivation for reading scale was also used as an instrument to assess students' motivation to read. The study concluded that the study group outperformed the control group in both the reading comprehension skills test and the motivation for reading scale. Therefore, the proposed metacognition-based CALL program proved to be effective to improve EFL secondary school students’ reading comprehension skills and motivation. This was deduced through the effect size of the treatment on students’ reading comprehension skills and motivation. As a result, the need for more researches to improve reading comprehension skills and motivation using some proposed metacognition-based CALL programs is required.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001Cognitive Factors Affecting Language Learning and Acquisition of Native and Non-Native Speakers1351523196010.21608/jrciet.2019.31960ENAhmed Mohamed AhmedElgamalInstructor of English
Faculty of Arts & Humanities,
Suez Canal University, Ismailia, EgyptJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> his study aimed to identify the factors that affect first language acquisition for its native speakers. It also aimed to investigate the effect of cognitive factors, and metacognitive strategies on second or foreign language learning. In order to achieve the study objectives , 30 English major students were drawn from the Faculty of Arts, Suez Canal University to be the participants of the study during the academic year 2017/2018. They were given a questionnaire to respond to. It consists of 30 items covering three dimensions including: (1) factors affecting first language acquisition, (2) cognitive factors affecting language learning, and (3) metacognitive strategies affecting language learning. Responses were collected and analyzed. Based on the study results, it is concluded that the innate ability and social experience or surrounding environment are factors affecting first language acquisition. Cognitive factors including memory (its forms and types), attention and awareness, and forgetting, affect second or foreign language learning. Metacognitive strategies, such as planning, self-monitoring, self-evaluation, and setting priorities also play a significant role in language learning.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001Developing Creative Writing Skills through a Short Story-Based Program1531663196210.21608/jrciet.2019.31962ENMarwa Mostafa AbbasEl-MahdyFaculty of Education
Curriculum & Instruction DeptAly A. QouraFaculty of Education
Curriculum & Instruction DeptMervat El HadidyFaculty of Education
Curriculum & Instruction DeptJournal Article20190516Abstract<br /> <br /> <br /> <br /> <br /> <br /> T<br /> <br /> <br /> <br /> <br /> <br /> he present study aimed to investigate the impact of a program based on short stories to develop EFL secondary school students' creative writing skills (fluency, flexibility, originality and elaboration). To achieve the purpose of the study, two instruments were constructed; a questionnaire of creative writing skills to determine the most important creative writing skills for first year secondary school students and a pre-post creative writing test. The participants of the study consisted of 60 girls divided into two groups; experimental group and control group from first year secondary school students of Sinbellawein secondary school for girls. The results of the study indicated that the use of short story enhanced the creative writing skills of first year secondary school students. It was recommended that EFL course designers include creative writing skills and train teachers on using creative writing activities.Association of Arab Educators (AAE), EgyptJournal of Research in Curriculum Instruction and Educational Technology2356-91074420191001Un programme proposé pour conscientiser les enseignants du FLE autour de la dyslexie1671963196310.21608/jrciet.2019.31963ENChaïmaa Mohamed TawfikMohamedMaître de conférences de didactique du FLE – Département de curricula & méthodologie- Faculté de Pédagogie – Université d'AlexandrieJournal Article20190516Résumé<br /> <br /> <br /> <br /> <br /> <br /> L<br /> <br /> <br /> <br /> <br /> <br /> e but ultime de cette étude était d'éveiller la conscience des enseignants du FLE autour de la notion de la dyslexie. En vue d'atteindre ce but, la chercheuse a élaboré deux outils: un programme proposé aux enseignants et un pré- post test autour de la dyslexie. Quant au programme, il était destiné à douze enseignants du FLE inscrits au diplôme général de l'année académique 2015/ 2016. Il leur présentait, de manière plus ou moins exhaustive, la dyslexie: sa définition, ses causes, ses répercussions, quelques aménagements pédagogiques censées amoindrir les conséquences néfastes de la dyslexie, etc. Afin de tester l'efficacité de ce programme à conscientiser les enseignants du FLE à propos de la dyslexie, la chercheuse a appliqué un pré-post test sur le groupe en question tout en ayant recours au «test W des signes et rangs» de Wilcoxon pour deux échantillons appariés. Les résultats de l'étude montrent clairement que les différences entre les notes des enseignants au pré-post-test sont significatives en faveur du post-test, ce qui met en exergue l'effet positif qu'exerce ce programme sur la conscience des enseignants du FLE autour de la dyslexie.