El-Sayed, M., Qoura, A., El-Hadidy, M. (2017). Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 35-67. doi: 10.21608/jrciet.2017.24353
Mohammed Mohammed El-Sayed; Aly Abd Samea Qoura; Mervat Mohamed Saleh El-Hadidy. "Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program". Journal of Research in Curriculum Instruction and Educational Technology, 3, 4, 2017, 35-67. doi: 10.21608/jrciet.2017.24353
El-Sayed, M., Qoura, A., El-Hadidy, M. (2017). 'Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program', Journal of Research in Curriculum Instruction and Educational Technology, 3(4), pp. 35-67. doi: 10.21608/jrciet.2017.24353
El-Sayed, M., Qoura, A., El-Hadidy, M. Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program. Journal of Research in Curriculum Instruction and Educational Technology, 2017; 3(4): 35-67. doi: 10.21608/jrciet.2017.24353
Enhancing EFL Secondary Stage Students' Listening and Reading Comprehension Skills through a CALL Program
This study aimed at investigating the effectiveness of a CALL program in developing listening and reading comprehension skills of first year secondary stage students. To accomplish this purpose, the researcher constructed and validated a listening comprehension test and a reading comprehension test. The participants were two classes (60 students) from first year secondary stage students at Ahmed Shelbia Secondary School for Girls, Manzala Directorate. They were randomly selected and equally divided into an experimental group and a control group. Both groups were pre-tested. After ensuring their equivalence, the experimental group students were taught reading and listening using the CALL program, meanwhile the control group students were taught according to the teaching procedures in the Teacher’s Guide assigned by the Ministry of Education. After teaching the program, both groups were post- tested using the same instruments utilized in the pre-testing. Findings of the study indicated significant differences between the mean scores of the experimental group and those of the control group on the post listening comprehension test and post reading comprehension test in favour of the experimental group
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