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This study aimed at examining the effectiveness of office 365 on developing EFL Creative writing skill among secondary school students. The participants were thirty (n=30) first year secondary school students at Al-sadat Secondary School, Shanawan, Shebin Elkom, Menofya Governorate, Egypt during the second term of the school year 2023-2024. The study followed the pre-post, quasi-experimental design to identify the most important and required EFL creative writing skills for the participants. A checklist was developed and validated by a number of EFL jury members. A pre and post EFL creative writing skill tests were developed and a rubric for scoring them. Students were pre-tested, to identify their entry levels of EFL creative writing skill. Then, they were trained through office 365 on EFL creative writing skills. The post-test was administered on the participants to assess their progress. The findings revealed that there is a statistically significant difference between the mean scores of the experimental and control groups in the post-administration of EFL creative writing test in favor of the experimental group. Thus, it can be concluded that office 365 is effective in developing EFL creative writing skill.

The present study aimed at developing EFL writing skills among first year secondary stage students by using plotagon. The study followed the one-group pre-post-test design. The participants of the study consisted of 30 first year secondary stage students at Abel Moneim Riad secondary school, Shebin Al-Kom Educational Administration, Al Menofyia Governorate, during the first term of the academic year 2023- 2024. The instruments and materials of the study included: a checklist of EFL writing skills, a pre-posttest for EFL writing skills and with a rubric. The pre-post writing tests were administered to the study group. The students were taught using plotagon. Then, the test was re-administered. A t-test was used to compare the mean scores of pre-test and post-test. Results of the study revealed that the study group showed a great development in EFL writing skills with their five main skills: content, accuracy, organization, mechanics and stylistic skills.

This study aimed at developing EFL inferential comprehension among Al-Azhar secondary institute students through using info-graphics. The participants of the study consisted of 30 first year secondary students in Al-Azhar Daraw institute for girls, Daraw, Aswan Governorate during the first semester of the school year 2020-2021. The study was a pre-post test quasi-experimental study. The study followed the one group (the study group). The study group was tested before conducting the experiment (pre- test), and after implementing the experiment (posttest). They were taught through using infographics. The instruments of the study included an EFL inferential comprehension skills pre-post test. The results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL inferential comprehension skills tests in favor of the post administrations. Results showed that Using Infographics improved EFL inferential Comprehension Skills among Al-Azhar Secondary Institute Students.

The present research aimed at developing fourth year student teachers' EFL classroom management skills through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a questionnaire of EFL classroom management skills, a pre-posttest of teaching knowledge of classroom management, a post classroom observation checklist and a reflection form. The research adopted the pre posttest experimental/control group design. Results of the research revealed that the experimental group participants outperformed the control group in EFL classroom management skills. Thus, it is recommended to use the PBL in developing classroom management skills at the Faculties of Education in Egypt.

The present research aimed at improving EFL fourth year student teachers' teaching self-efficacy through Problem Based Learning (PBL). Participants of the research were selected from the fourth year student teachers at Faculty of Education, Benha University, in the academic year 2018/2019. They were randomly assigned into two groups: experimental (n=30) and control (n=30). The instruments of the research were a prepost scale of teaching self-efficacy (adopted from Hammam's final version, 2016) and a reflection form (prepared by the researcher). The research adopted the pre-post experimental/control group design. Results of the research revealed that the experimental group teaching selfefficacy was significantly higher than the control group. Thus, it is recommended to use PBL in improving teaching self-efficacy at the Faculties of Education in Egypt.

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 pre-posttest 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.

The aim of the present study was to enhance EFL writing unity and structure skills among third year Student- Faculty of Education- Benha University through using the edublogs. The participants of the study consisted of third year English section students enrolled in Faculty of Education, Benha University (N=31). The study followed the one-group pre-posttest design. In addition, it used quantitative method for collecting and analyzing the data. The instruments of the present study were: an EFL writing skills checklist, an EFL writing test and a rubric to score it. Using the edublogs was applied to the participants during the first semester of the academic year 2017/2018. Results of the quantitative analysis revealed that the participants' EFL writing unity and structure skills were improved significantly as a result of using edublogs. Therefore, it can be concluded that that using edublogs is effective in improving the EFL writing unity and structure skills among prospective teachers of English.

Vocabulary knowledge plays an imperative role in developing students' language learning. This paper aimed at investigating the role of Constructive Alignment Theory in promoting vocabulary knowledge among Engineering students. Sixty three first year students at Benha Faculty of Engineering were randomly assigned into two groups: experimental group (n=33) and control group (n=30). Two main instruments were used: academic vocabulary pre-test, and academic vocabulary post-test. Quantitative data analyses were conducted. Results showed that the experimental group students have developed their vocabulary knowledge. It was concluded that the \"Constructive Alignment Theory\" was effective in promoting vocabulary knowledge of the participants. It was also recommended that the constructive alignment theory is effective in developing language learning in general as it helps students to be aware of their learning strategies and to be responsible of their own learning and in developing vocabulary knowledge in particular. Constructive Alignment Theory should be integrated into vocabulary learning programs.

This study aimed at improving some EFL oral reading fluency among 4th year primary school pupils through using some phonological awareness strategies. The participants of the study consisted of 60 4th year primary school pupils in Alshahid Mohamed Abdelrohman Primary School, Menuofia Governorate during the second semester of the school year 2018/2019. The study followed the two-groups (experimental and control) design. The instruments of the study were an EFL oral reading fluency checklist and anEFL oral reading fluency pre-post test. The Pre test was administered to the two groups of 4th year primary school pupils. The experimental group pupils were taught using some phonological awareness strategies (rhyming, alliteration and blending and segmentation) to develop their EFL oral reading fluency. The control group was taught using the traditional strategy. Then, the post-test was administered. Results of the study revealed that the experimental group EFL oral reading fluency (reading simple sentences and answering simple questions) improved significantly compared to the control group as a result of using some phonological awareness strategies. Therefore, it can be concluded that phonological awareness strategies were effective in developing EFL oral reading fluency among 4th year primary school pupils.

The present study aimed at enhancing secondary stage students' EFL writing skills by utilizing Google Docs for collaborative writing. The study followed the one-group pre-post-test design. The participants of the study consisted of 25 first year students in El Motawara Secondary School in Sers El Layan, Menoufia Governorate, during the second term of the academic year 2019/2020. Instruments and materials of the study were a checklist of EFL writing skills, a pre-post EFL writing skills test and a rubric to score it, and a teacher's guide for utilizing Google Docs. A prepost EFL writing test was administered to the study group. The students were taught using Google Docs to enhance their EFL writing skills. Then, the test was re-administered. T-test was used to compare the mean scores of pre-test and post-test. Results of the study revealed that the study participants showed a great improvement in EFL writing skills with their five main skills; content, accuracy, fluency, organization, and mechanics skills as a result of using Google Docs for collaborative writing. In the light of the results, implications, recommendations, suggestions for further research and conclusions were provided.