No abstract

reading comprehension skills were identified through developing a checklist. In light of the skills identified, a pre-post reading comprehension test was constructed and validated by a panel of EFL jurors .The participants, totaling 68, were divided into two equal groups of 34 students in the experimental group and 34 students in the control. The experimental group students received English reading comprehension instruction using SIOP model, while the control group students received regular reading comprehension instruction. The findings of the study showed that the experimental group students outperformed the control group students in reading comprehension skills.

his study aimed to investigate the effectiveness of morphological awareness training program in developing lexical richness among first-year English majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology in terms of lexical density and variation. Quasi-experimental method was adopted with its pretestposttest control group design. A training program on morphological awareness was developed to fulfill the purpose of the study. Sixty students participated in the study; (30) in the experimental group and (30) in the control group. The results pinpointed the effectiveness of morphological awareness training program in developing lexical richness among EFL majors in favor of the posttest of lexical density and variation among the experimental group students. The study recommended training teachers on morphological awareness to help their students develop their lexical richness.

The main concern of the present study was to examine the effectiveness of developing a translation course based on the strategic self-regulated learning in improving EFL majors' translation competence. Adopting quasi-experimental design, the participants, consisting of 60 EFL majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology, were randomly selected and distributed equally to two groups, the experimental group and the control group. To fulfill the purpose of the study, a translation competence test was constructed and validated. Results revealed the effectiveness of the developed course in improving translation competence of the experimental group students. The results also showed that the experimental group students outperformed the control group on the posttest translation competence test. It is recommended that self-regulation training should be accorded adequate attention in EFL curriculum in order to cater for independence and life-long learning that meet the demands of the 21 st century. The study also called for adopting competence-based orientation in designing translation courses through making available training workshops for EFL majors and giving prominence to selecting appropriate strategies particularly those emphasizing autonomy in the learning process.

This study was conducted to investigate whether using the English songs in YouTube has any significant effect on EFL students' pronunciation. For the purposes of this study, 60 second year secondary school students divided into two equal groups were randomly allocated as the experimental and control groups. A pronunciation test was administered as a pretest for both groups before the treatment. A 10-session treatment was applied for the experimental group students, while the control group students followed their regular method. The experimental group students had the opportunity of speaking in English about their favorite songs in YouTube. After experimentation, the same pronunciation post-test was administered to the groups. The data were statistically analyzed by standard deviation, mean, and t-test dependent. Findings revealed that using songs in YouTube had significant effect on EFL students' pronunciation, and it improved their oral production. Also, results showed that the English pronunciation ability of the participants was at different levels, and students were able to pronounce words more accurately after learning English through songs in YouTube. Some recommendations are finally presented based on research findings.