Qoura, A., AlSheikh, A., Ahmed, D. (2019). Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence. Journal of Research in Curriculum Instruction and Educational Technology, 3(3), 105-135. doi: 10.21608/jrciet.2019.24450
Aly Qoura; Adel AlSheikh; Doaa Abdelfattah Ahmed. "Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence". Journal of Research in Curriculum Instruction and Educational Technology, 3, 3, 2019, 105-135. doi: 10.21608/jrciet.2019.24450
Qoura, A., AlSheikh, A., Ahmed, D. (2019). 'Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence', Journal of Research in Curriculum Instruction and Educational Technology, 3(3), pp. 105-135. doi: 10.21608/jrciet.2019.24450
Qoura, A., AlSheikh, A., Ahmed, D. Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 3(3): 105-135. doi: 10.21608/jrciet.2019.24450
Using Cognitive Self-Regulated Strategy Based Program in Developing EFL Student Teachers’ Oral communicative competence
his study was conducted to investigate the effectiveness of using cognitive self- regulated strategies basedprogram to develop EFL oral communicative competence skills for student teachers. Participants of thestudy were sixty student teachers from Benha university faculty of Education and they were divided into control group and experimental group. Instruments of the study were an oral communicative competenceskills checklist determine the necessary oral communication skills for the student teachers and a pre-post oral communicative competencetest to determine the level of the student teachers' oral communicative competenceskills. After measuring its validity and reliability, the pre-oral communication skills test was administrated on both groups. Results showed no statistically significant differences between the two groups. While teaching the control group with regular ways, the researcher administrated the proposed CSRS-based program on the experimental group.Finally, post-oral communication test was administered on both groups. Results showed that experimental group performed better in the post- oral communicative competence test after the treatment.This showed that the treatment program has an effective impact on improving EFL student teachersʹ oral communicative competence skills. According to all of that, it could be concluded that using CSRS to develop EFL oral communicative competence skills for EFL student teachers is very effective.
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