he study was an attempt to investigate the impact of competitive learning on developing translation skills of the first year EFL students at the faculty of Specific Education. The sample of the study consisted of 80 students divided into two groups: An experimental group of 40 students and the control one of 40 students. The groups were randomly chosen from the EFL students at the Faculty of Specific Education. A Competitive learning strategy was used in teaching the experimental group, while the regular method was used in teaching the control one in the first term of the academic year 2017-2018. The study instruments were (a) a translation skills questionnaire which was divided into four parts of translation skills with their sub-ones underneath sub-skills including: reading comprehension, production, researching and analytical skills, (b) a translation test that was designed and validated to be used as a pre-posttest. Having administered the test, data were collected and analyzed. The results of the study revealed that the competitive learning strategy had a positive influence on translation skills.

The aim of the study was to improve preparatory stage pupils' communicative grammar performance using task-based language instruction. The study problem was the low scores of the first year preparatory stage pupils' communicative grammar performance obtained from the pre-research. The participants of this study consisted of (N=60). Pupils enrolled at the first year preparatory stage at Kafr-Saqr Preparatory School for Girls, Sharkia Governorate, Egypt, in the academic year (2018)(2019). They were randomly divided into two groups: Experimental group (N=30), and control group (N=30), during the treatment period, first-group participants received task-based language instruction, while second-group participants received instruction through traditional method. Firstly, pupils were administered a pre-test, then a post-test was administered to evaluate whether the progress between pre and post-test results were meaningful or not. The analyzed results clearly demonstrated the significance contribution of Task-Based Language Instruction to the EFL first year preparatory stage pupils' communicative grammar performance. Hopefully, these findings would be beneficial to those studying and teaching English to L2 learners.