The current study aimed at investigating the effectiveness of the suggested enrichment program improving second year prep-stage EFL gifted and non-gifted students' reading motivation. The study had a two treatment groups (eleven students each) at second year preparatory stage at Khalid Ibn Elwaleed School for boys at Sohag. The study adopted the quasi-experimental design. The instruments of the study included the suggested SIT-based enrichment program, and a reading motivation scale which was designed and validated. The students of the study were taught the suggested SIT-based enrichment program. Results of the research revealed a statistically significant difference between the mean score of the gifted students in the pre and post assessment for the favor of the post assessment of their reading motivation. There is a statistically significant difference between the mean score of the non-gifted students in the pre and post assessment for the favor of the post assessment of their reading motivation. The revealed a statistically significant difference between the mean score of the gifted and that of non-gifted students for the favor of the gifted students.

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This study aimed at investigating the effectiveness of using Edmodo as a teaching and learning platform to develop writing skills for third-year prep-stage students for governmental language school. The researcher followed the quasi-experimental approach, so she chose a random sample of 44 EFL students at Bardis governmental language school in the directorate of Sohag. The participants were divided into two groups. The control group of ( 22) students, the experimental group of ( 22) students. The two groups were equivalent in terms of their age, previous learning, and achievement in the English language in general, achievement in writing in particular. The researcher used a tool. The tool was a writing test to measure students' writing skills after the administration. The educational platform Edmodo was used as a teaching and learning virtual class for explaining the writing lessons included in the course of the thirdyear prep-stage. The findings of the study revealed that there was a statistically significant difference between the mean scores achieved by the experimental group and the control group in the postassessment of student's writing performance in favor of the experimental group. This showed a remarkable improvement in writing skills for the experimental group as compared with the control group.

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This study aimed at exploring the extent to which EFL learners get engaged in the English language classroom activities. Student engagement was assessed using a mixed method research design; quantitatively during a survey done by the students, and qualitatively through structured interviews with the teachers. The two tools (the survey and the structured interviews) were both designed by the researcher. The study involved 60 second-year preparatory EFL students enrolled at Tareq Ben Zyad Prep. School in Sohag City, Egypt and 20 EFL teachers working at three governmental public schools.Results on students' engagement obtained from both the survey and the analysis of the interview data showed that students suffer from sever disengagement in English language classroom activities. Based on these results, a number of recommendations and suggestions are provided.