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.

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.

he study aimed at investigating the effect of a WebQuest-Based Program (WQBP) on developing the EFL listening and speaking skills General Secondary School. The participants of the study were Forty (40) Second Year General Secondary School Students from Temay AlAmdid General Secondary School, Dakahliya, Egypt. The study adopted the quasi-experimental research design to proceed the experiment. So, there were two groups: an experimental group (n= 20) and a control one (n= 20). To collect data, the researcher used multiple instruments: a listening sub-skills checklist, a speaking sub-skills checklist, a computer and Internet Skills Survey to choose the sample, two pre posttests of listening and speaking, a speaking assessment rubric, and a reflection log for students to evaluate each webquest of the program. The researcher taught both groups: the experimental group was taught through the webquest based program (WQP) while the control group was taught through the traditional way of teaching. The results of the study revealed the following: there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the listening test in favor of the experimental group;there were statistically significant differences at the level (0.05) between the mean scores of the participants of the experimental group and those of the control group on the post application of the speaking test in favor of the experimental group;there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the listening test in favor of the post application; there were statistically significant differences between the mean scores of the experimental group members on the pre and post application of the pre post-test of the speaking test in favor of the post application; Hence, the effect size of the webquest program was found to be high in enhancing and developing the listening and speaking skills of the secondary school students. The study recommends using the webquest as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.

he present research aims at identifying key factors which may have a significant impact on EFL teachers' skills of ICT in the 21st Century and beyond. Teachers need to understand not only how to use technologies, but also the benefits and costs their adoption and integration into English language arts and literacy teaching. Technology integration in any content area is most effective when the instructor, an expert in his or her discipline, makes important connections between the objectives and pedagogy of his or her content area and the available technology tools. The use of computer technology, with internet can be helpful for learning, improving, practicing and assessing different skills. Technology in the classroom makes learning more fun. Technology prepares students for the future. Technology helps students learn at their own pace. Technology connects with students. Technology helps in making diagnosis and intervention. Technology increases the creativity. But there are some other challenges to technology. Technology can be a distraction. Possible disconnect of social interaction. Technology can foster more cheating in class and on assignments. Students do not have equal access to technological resources. To make technology more accessible to ELL students, there are some practical ways for the teacher to get started in the classroom: build vocabulary, use handouts, create simple assignments for beginners, extended practice time, use pair and group work, teach students to consider the source. Results of the research shows that EFL teachers should master the following competencies that ensure positive learning outcomes: Successfully aligning technologies with content and pedagogy and developing the ability to creatively use technologies to meet specific learning needs, aligning instruction with standards, particularly those standards that embody 21st century knowledge and skills, balancing direct instruction strategically with project-oriented teaching methods, using a range of assessment strategies to evaluate student performance and differentiate instruction (including but not limited to formative, portfolio-based, curriculum-embedded and summative), acting as mentors and peer coaches with fellow teachers, designing developmentally appropriate learning opportunities that apply technology

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