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The aim of the present study is to investigate the effectiveness of blended learning in developing English language oral communication skills of Al-Azhar Experimental Secondary Institute Students. The problem of the study was identified in first year secondary stage students' poor level in English language oral communication skills. The subjects of the study were (42) female participants who were selected at random from Al-Zohor experimental secondary institute for girls at Port-Said. They were divided into two groups (control and experimental). To determine the most required sub-skills for each language skill to be developed, a questionnaire containing lists of listening and speaking skills were designed for TEFL specialists. Based on the selected skills, the researcher designed a pre-post English language oral communication skills test approved by jury, website (www.NashwaMaster.com), teacher's guide and exercise book. The results of administrating the pre-post English language oral communication skills test showed that there is statistically significant difference at 0.01 level between the mean scores of the control and experimental groups on the post-test in favor of the experimental in overall skills as well as in each subskill. The findings of the present study revealed that a blended learning approach has a positive effect on developing English language oral communication skills of Al-Azhar Experimental Secondary Institute Students.

The main aim of this study was to design a-computer-based games program for developing vocabulary learning as well as risk-taking and to measure its effectiveness for primary stage pupils. The participants were 60 fourth year primary stage pupils. They were assigned to two groups: control group and experimental group. Two instruments were used: a vocabulary achievement test and a risk-taking scale. Results of the study Indicated that the experimental group pupils outperformed their counterparts of the control group on the vocabulary achievement post-test and on the risk-taking post scale. In addition, there was a statistically significant difference between pre- and post-levels of the experimental group on both vocabulary achievement test and risk-taking scale in favor of the post level. From these results it can be concluded that the computer-based games program is effective in developing fourth year primary stage pupils' vocabulary and risk-taking.