his study aimed at investigating the effects of utilizing a proposed Blended-Learning(BL)based program on developing translation awareness, skills and satisfaction for English Majors.The study followed the descriptive and quasi-experimental pre/post-test, one group design. Total sample of the study consisted of (N=35), second year English major students (Ss) at Al-Arish Faculty of Education, English Majors.Three instruments were prepared and administered by the researcher after verifying their validity and reliability. They contained the Pre/ Post Translation Awareness Test, the Pre/Post Translation S kills Test, and the Students' Satisfaction/Dissatisfaction Scale towards using the proposedTranslation BL based program. Results of the study showedpositive effects of using the proposed Translation BL based program in developing the students' Translation awareness and skills as well as satisfaction. Some recommendations and suggestions for further research and studies were presented in the light of the findings of the study.

The present study aimed at evaluating the currentprescriptive Te aching Practice Course(TPC) in the light of the required professional nee ds of Student-Teachers(SS-Ts), third year, English majors at Al-Arish Faculty of Education. It also aimed at identifying their satisfaction with their TPC. To accompl ish these aims, five instruments were prepared and administered by t he researcher after verifying their validity and reliability. They contained the Professional Needs Checklist (PNC) for Ss Ts, the Content Analysis Card, (CAC)for t he prescriptive TPC, the Supervisors' Evaluation Questionnaire for the T PC, the Student-Teachers' Evaluation Questionnaire for their TPC and the Student-Teachers' Satisfaction Questionnaire with their TPC. The subjects of the study consisted of (77) participants. Findings of the study indicated eight basic professional needs with 40 sub-professional needs required for Ss-Ts. They also revealed the inefficiency and inappropriateness of the prescriptive TPC for meeting the Ss-Ts' required professional needs and dissatisfaction of Ss-Ts with their TPC. An overview for a proposed TPC was presented by th e researcher. Some recommendations and suggestions for further researche /studies were also introduced.

The present study aimed at developing some EFL vocabulary skills among secondary school students using Electronic Task-Based Learning (ETBL). The participants of the study consisted of first year secondary school students enrolled in Subk El-Dahhak Secondary School, in Menoufia Governorate (N=25). This study adopted one study group preposttest design. Five main tools were used: An EFL Vocabulary Skills checklist required for first year secondary school students, an EFL Pre-test to measure some of the students' vocabulary skills, an EFL Post-test to measure some of the students' vocabulary skills, an EFL vocabulary skills rubric to score students' performance on the EFL vocabulary skills tests and a Teacher's Guide. A quantitative data analysis was conducted. The mean scores of the pre-posttests of the participants of the study were compared by using t-test. ETBL was applied to the participants during the first semester of the academic year 2019/2020. Results of the quantitative analysis showed that the participants' some EFL vocabulary skills were developed significantly as a result of ETBL. Therefore, it can be concluded that ETBL was effective in developing some EFL vocabulary skills among first year secondary school students.

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