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This study is an attempt to examine the effectiveness of using the ubiquitous learning tools (Podcast and TED Talks) to develop listening comprehension and digital literacy skills among EFL prospective teachers. Seventy-four scholars from third -year prospective teachers enrolled in the English Section at the Faculty of Education, Benha University were randomly allocated into two groups: an experimental group [N=39] and a control group [N=35]. Instruments of the study comprised an EFL listening comprehension test and digital literacy scale. The participants were administered to a listening comprehension test and digital literacy scale both before and after the treatment. For 15 sessions, members in the experimental group were accomplished a training based on the ubiquitous learning tools (Podcast and TED Talks) to develop their EFL listening comprehension and digital literacy skills while those in the control group received their regular instruction. Results of the study showed that the experimental group students outperformed their control group peers; they showed high levels of listening comprehension as well as digital literacy skills compared to their control peers. Consequently, it could be concluded that the usage of ubiquitous learning tools has a significant effect on third -year prospective at the English section, Faculty of Education. It was recommended to use the ubiquitous learning tools into listening instruction programs.

This study is an attempt to examine the effect of a successful intelligence theory-based program to develop EFL communicative competence skills among freshmen students and reducing their academic procrastination. The Quasi-experimental Design with Pretest was used where two intact classes of first year English section students, Faculty of Education, Benha University were randomly assigned as a control group (n= 35) and experimental group (n=36). Instruments of the study included an EFL communicative competence skills test and academic procrastination scale. The participants were administered to a communicative competence skills test and an academic procrastination scale both before and after the treatment. For 20 sessions, participants in the experimental group were trained through the successful intelligence theory-based program to develop their EFL communicative competence skills and reducing their academic procrastination while those in the control group received their regular instruction. Results of the study indicated that the experimental group students who received the suggested program outperformed their control group peers; they showed high levels of communicative competence as well as low levels of academic procrastination compared to their control peers. Therefore, it could be concluded that the program that based on the successful intelligence theory has a significant effect on freshmen students at the English section, Faculty of Education. Recommendations for other foreign language instruction and suggestions for further research in this regard are provided.

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