he study aimed at investigating the effect of using a computer-based scaffolding strategy to enhance EFL Preparatory Stage Students' Reading Skills and Self-Regulation. The participants of the study were Sixty (60) first year preparatory School Students from Al-Zayaat preparatory school, New Damietta, Egypt. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a reading comprehension skills checklist, a computer and Internet Skills Survey to choose the sample of the study, pre posttest of reading comprehension and Pintrich et al 's (1991 & 1993) Self-Regulation Questionnaire (SRQ). The researcher taught both groups: the experimental group was taught through using a computer-based scaffolding strategy while the control group was taught through the traditional way of teaching. The results of the study revealed that there were statistically significant differences between the mean scores of the experimental group and the control group in the reading comprehension skills in addition to self-regulation in favor of the experimental group. The effect size of using a computer-based scaffolding strategy was found to be high. The study recommends using a computer-based scaffolding strategy as a technique in teaching EFL skills and as a training approach in professional development programs of EFL teachers.
The aim of this paper is threefold: providing an overview on the kind of preparation EFL prospective teachers receive at Faculties of Education, describing the criteria of competent teacher education programs, and presenting some recommendations for improving teacher education programs in the Egyptian context.
The aim of this paper is threefold: providing an overview on the kind of preparation EFL prospective teachers receive at Faculties of Education, describing the criteria of competent teacher education programs, and presenting some recommendations for improving teacher education programs in the Egyptian context.
he research aimed at investigating the impact of data-driven learning based program on developing student teachers' lexicogrammatical performance skills in EFL writing. The participants of the study were sixty (60) second year general section student teachers' in Damietta University, Faculty of Education, Egypt. The research adopted the quasiexperimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a lexico-grammatical performance skills checklist, an EFL writing skills checklist, computer and internet skills questionnaire, pre-posttest of lexico-grammatical performance skills and an EFL writing test. The researcher taught the experimental group through a program based on DDL while the control group was taught through the regular method of teaching. The results of the research revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the lexico-grammatical performance skills and EFL
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