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Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students’ learning styles, satisfaction with online learning, and the relationships be-tween these two variables and students’ gender. The study was conducted on 51 EFL college students (24 males and 27 females) who were assigned to three lab classes. The participants were exposed to various web-based ma-terials (e.g., listening, reading, writing, and grammar) which were intro-duced as an add-on to face-to-face courses. An adapted form of Reid's (1998) Perceptual Learning Style Preference Questionnaire (PLSPQ) was used to identify participants’ learning styles after exposure to web-based in-struction. Also, a 5-point Likert scale was administered to examine students’ satisfaction with web-based learning. Statistical analyses revealed that kin-esthetic, tactile, and visual were the major styles the participants favored when working with online activities. Findings also showed highly positive perceptions toward web-based learning due to an array of benefits (e.g., usefulness, enjoyment, accessibility, convenience, and richness of re-sources). Finally, whereas students’ gender had a significant effect on stu-dents’ learning style preferences, it had no bearing on their satisfaction with web-based materials. Relevant interpretations and implications were offered.

Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27 females) who were assigned to three lab classes. The participants were exposed to various web-based materials (e.g., listening, reading, writing, and grammar) which were introduced as an add-on to face-to-face courses. An adapted form of Reid's (1998) Perceptual Learning Style Preference Questionnaire (PLSPQ) was used to identify participants' learning styles after exposure to web-based instruction. Also, a 5-point Likert scale was administered to examine students' satisfaction with web-based learning. Statistical analyses revealed that kinesthetic, tactile, and visual were the major styles the participants favored when working with online activities. Findings also showed highly positive perceptions toward web-based learning due to an array of benefits (e.g., usefulness, enjoyment, accessibility, convenience, and richness of resources). Finally, whereas students' gender had a significant effect on students' learning style preferences, it had no bearing on their satisfaction with web-based materials. Relevant interpretations and implications were offered.

This study examines the impact of teaching meaning negotiation strategies on improving speaking proficiency and reducing communication anxiety among Egyptian first-year secondary school students. The research is based on the assumption that training learners to use negotiation skills-such as clarification requests, paraphrasing, and comprehension checks-can enhance their fluency and reduce fear of making mistakes during communication. A quasi-experimental design was implemented, involving a training program focused on interactive tasks like pair dialogues, group discussions, and collaborative speaking exercises grounded in authentic communicative contexts. Assessment tools included a speaking proficiency test and an anxiety scale specific to oral performance. Results revealed statistically significant improvements for the experimental group in fluency, accuracy, conversational continuity, and reduced speaking anxiety. The study concludes that explicit instruction in meaning negotiation strategies effectively promotes communicative competence and confidence among EFL learners, recommending their integration into language teaching curricula and teacher preparation programs emphasizing active, student-centered speaking practice. Abstract Written by Dar AlMandumh, 2025, Using AI

This study investigates the effect of dialogic reading on improving the speaking performance of pupils in experimental language primary schools in Egypt. It is based on the assumption that interactive reading-where teachers and students engage in dialogue during story reading-enhances language development by actively involving learners in meaning construction and verbal expression. A quasi-experimental design was employed, implementing a dialogic reading program for a group of fourth-grade pupils, while a control group followed the traditional teacher-centered approach. The program utilized selected story texts designed to stimulate discussion and verbal interaction, accompanied by activities to expand vocabulary and strengthen pronunciation and fluency. Pre- and post-speaking tests were conducted to assess learners' oral performance across criteria including fluency, accuracy, pronunciation, vocabulary use, and interactional response. Results showed statistically significant improvements for the experimental group, indicating that dialogic reading effectively enhances oral expression, builds confidence, and promotes natural verbal communication. The study concludes that dialogic reading is a highly efficient pedagogical approach for developing speaking skills in early language education, recommending its inclusion in English curricula and teacher training programs to foster interactive, communicative classrooms. Abstract Written by Dar AlMandumh, 2025, Using AI

The present study aimed to investigate the effect of using online flipped project-based learning on developing fourth year English major student teachers' writing of narrative essays. The study was conducted on fourth year students at Qena Faculty of Education (N=35). The participants received treatment (online flipped project-based Learning) through which they watched online video lectures uploaded on Edpuzzle about narrative writing to develop and present writing projects. Two instruments were used to verify the effect of the treatment on the participants; the English Writing Test (EWT) and Narrative Writing scoring rubric. Study findings revealed a significant effect of online flipped project-based learning on the participants' writing of narrative essays. Therefore, it is recommended that EFL instructors take advantage of online flipped project-based learning in order to boost students' writing skills.