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The present study aimed at investigating the effectiveness of a differentiated instruction-based program (DIBP) for developing English writing fluency among preparatory schoolers. To do so, thirty students were selected from Fatima Al Zahraa Prep School for Girls, Al-Arish, North Sinai Governorate. For determining the most important and required EFL writing fluency skills for second year prep students, a list of EFL writing fluency skills was designed and validated by a number of EFL jury members. Then, pre and post EFL writing fluency test was designed. Students were pre-tested to determine their entry level of EFL writing fluency skills, then they were taught the program. Data were obtained from administering writing fluency post test. To analyze the data statistically, a paired sample t-test was used. Results of the study revealed that the differentiated instruction based-program had a significantly positive effect on developing the writing fluency skills in English for preparatory schoolers. Recommendations and suggestions for further research were presented.

This study aimed to develop some speaking skills by Identifying EFL speaking skills that should be developed among EFL secondary graders and Measuring the effect of a program based on entrepreneur learning on developing Some EFL speaking skills for secondary stage students in Kuwait. In order to achieve such an aim, the researcher developed a speaking skills test, The design used in the present study was one group pre-post test quasi- experimental design, Test was administrated to the secondary stage EFL students at Al-Yarmouk Secondary School in Kuwait (N=20) pre and post the intervention. The intervention was a Program Based on Entrepreneur Learning for Speaking Skills (ELBP). Results revealed that there were statistically significant differences between the mean scores of the pre and post-speaking skills test of the study group in favor of the post test. It can be concluded that the proposed program had a significant effect on developing the targeted speaking skills among the study participants. The study recommended that EFL teachers should encourage their students to use Entrepreneurial learning in teaching speaking skills to develop their speaking skills, EFL supervisors and teachers should be trained on the use of entrepreneurial learning to improve their teaching of speaking skills. Syllabus designers and material developers should consider the entrepreneurial learning approach in developing English curricula. Finally, some further researches were suggested.

The present study aimed at investigating the effect of using shared reading on developing argumentative writing skills among secondary scholars. 50 students from first year at Badr secondary school for girls, El -Tahrir Educational directorate, El Beheira governorate were the participants of the study. They were randomly selected and divided into two groups: experimental group (25) and a control one (25) during the first semester 2022- 2023. The study adopted the quasi experimental pre/ posttest design. While the experimental group received argumentative writing skills through shared reading reading based program, the control group received traditional instruction. An EFL argumentative writing skills test was the main tool of the study. Quantitative data were analyzed via SPSS program. The results of the study revealed that experimental group students' argumentative writing skills were noticeably improved and enhanced as a result of using shared reading based program. Therefore, the results showed that shared reading has a positive effect on developing secondary scholars' argumentative writing skills.

This study aimed at investigating the effectiveness of a successful intelligence-based program for developing English writing skills and attitudes towards writing among preparatory schoolers. The participants (N=25) were divided into two groups; the experimental group and the control one. The experimental group consisted of 12 students at Al-Arish Preparatory Institute for Girls, Al-Arish city, North Sinai Governorate, whereas the control group consisted of 13 students at Al-Arish New Preparatory Institute for Girls, Al-Arish city, North Sinai Governorate. The instruments and material were prepared and validated as follows: a writing skills checklist, a writing skills pre-post test, a writing attitude scale and a successful intelligence-based program. The experimental group received the successful intelligence-based program as an experimental intervention, while the control group received only the regular running program. The writing skills test and the writing attitude scale were pre-administered. The successful intelligence-based program was implemented, and then the test and the scale were post-administrated at the end of the intervention. The study results revealed that there are statistically significant differences between the mean scores of the experimental group pre and post measurements on both the writing skills test and the writing attitude scale in favour of the post measurement. Results also showed that there are statistically significant differences between the mean scores of the experimental and control groups on both the writing skills test and the writing attitude scale in favour of the experimental group.

This study aimed at investigating the effectiveness of a successful intelligence based program for developing English writing skills among preparatory schoolers. The participants (N=25) were divided into two groups; the experimental group and the control one. The experimental group consisted of 12 students at Al-Arish Preparatory Institute for Girls, Al-Arish city, North Sinai Governorate, whereas the control group consisted of 13 students at Al-Arish New Preparatory Institute for Girls, Al-Arish city, North Sinai Governorate. The instruments and material were prepared and validated as follows: a writing skills checklist, a writing skills pre-post test and a successful intelligence-based program. The experimental group received the successful intelligence-based program as an experimental intervention, while the control group received only the regular running program. The writing skills test was pre-administered. The successful intelligence-based program was implemented, and then the test was post-administrated at the end of the intervention. Data was collected and statistically analysed. The study results revealed that there are statistically significant differences between the mean scores of the experimental group pre and post measurements on the writing skills test in favour of the post measurement. Results also showed that there are statistically significant differences between the mean scores of the experimental and control groups on the writing skills test in favour of the experimental group. Accordingly, it is concluded that the successful intelligence-based program has a positive effect on developing the first year preparatory schoolers' writing skills.

The 4-week present study investigated the effect of the involvement load with its three components - need, search and evaluation - on incidental vocabulary acquisition and retention of EFL learners. Ten English majors of Level 4 constituted the study sample. Considering some certain criteria for preparing the target vocabulary items (N=16 of 8 words + 8 idioms), a vocabulary familiarity questionnaire was administered. It revealed that all the target items were unfamiliar to the participants. A vocabulary pre-test of four input output learning tasks - Reading Comprehension(RC), Multiple Choice(MC), Sentence Production(SP), Arabic Translation(AT) - was prepared and administered to the sample, but without any type of enhancement. A week later, a vocabulary post-test with the same tasks, except the multiple choice question which had the same target words in new contexts, was provided but accompanied by a textual pictorial glosses sheet. In order to ascertain the existence of vocabulary retention, a vocabulary delayed test - which was the same as the pre-test - was administered after two weeks without receiving any means of enhancement. Data were collected and treated statistically. Results revealed that there was a positive effect of the involvement load on participants' vocabulary acquisition and retention. In light of the study results, different interpretations were provided.

The present study aimed at investigating the impact of using parallel reading on developing deep understanding skills among secondary schoolers. Fifty students from first year at Badr secondary school for girls, El -Tahrir Educational directorate, El Beheira governorate were the participants of the study. They were randomly selected and divided into two groups: experimental group (25) and a control one (25) during the first semester 2022- 2023. The study adopted the quasi experimental pre/ posttest design. While the experimental group received deep understanding skills via parallel reading based program, the control group received regular instruction. An EFL deep understanding skills test was the main instrument of the study. Quantitative data were analyzed via SPSS program. The results of the study revealed that experimental group students' deep understanding skills were noticeably improved and enhanced as a result of using parallel reading based program. Therefore, the results showed that parallel reading has a positive effect on developing secondary schoolers' deep understanding skills.

The present study aimed at investigating the effectiveness of a differentiated instruction-based program (DIBP) for developing English reading fluency among preparatory schoolers. To do so, thirty students were selected from Fatima Al Zahraa Prep School for Girls, Al-Arish, North Sinai Governorate. For determining the most important and required EFL reading fluency skills for second year prep students, a list of EFL reading fluency skills was designed and validated by a number of EFL jury members. Then, pre and post EFL oral reading fluency test was designed. Students were pre-tested to determine their entry level of EFL reading fluency skills, then they were taught the program. Data were obtained from administering reading fluency post test. To analyze the data statistically, a paired sample t-test was used. Results of the study revealed that the differentiated instruction based-program had a significantly positive effect on developing the reading fluency skills in English for preparatory schoolers. Recommendations and suggestions for further research were presented.

It is widely believed that \"emotion leads to action while reason leads to conclusions\", emotionalists can, then, consume others and be consumed by others to take action and reach specific conclusions (even if they were unsound). Pathos - for example - as a communication technique is used for persuading the public to have belief in a certain idea or take a specific action by appealing to their prejudices and by repeating and intensifying the words and phrases that can trigger their emotions towards that idea or that action. Such a technique may lead to get the public confused between what is and what should be. This is what is termed the fallacy of shoulds which targets influencing the public, positively or negatively, regardless appealing to logic or looking for the truth. Managing emotions is considered a big challenge particularly because fallacies, are intentionally committed in daily public discourse whoever its parties are, departing from emotions are powerful forces for influencing others. This is why the author believes that \"emotional fallacies\" is an issue that needs to be thoroughly and deeply explored. Therefore, this current paper tackles five main domains: public discourse, a quick view on logical fallacies, emotional fallacies overview, reasons behind emotional fallacies, and a proposed perspective for analyzing emotional fallacies.