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This study aimed to examine the effect of using active learning strategies to develop EFL creative writing for preparatory students. A total of 26 second-grade, preparatory stage students were selected to participate in the study. (N= 26). All of them have been studying English for at least 9 years, and their age ranges from 14 to 15 years old. The experimental part of the current study took place in a governmental school based in Meet Ghamr, Dakahlia, Egypt, in the academic year 2022-2023. The instruments of the study included an EFL Creative Writing Skills Checklist, an EFL pre-post Creative Writing Skills Test, and The EFL Creative Writing Skills Scoring Rubric. The current study relied on a one- group pretest-posttest experimental design. Quantitative data were collected from the results of the pre-post-tests which assessed participants' creative writing skills tests. The study's findings revealed that using active learning strategies enhanced and promoted preparatory students' creative writing skills because it enhanced students' writing texts, sorting out, organization, and presentation writing in a creative way. This study recommends creating an interactive classroom using active learning strategies, using varied methods to nurture creativity and learning in writing, applying active learning strategies to enhance English language skills in reading, writing, speaking, and listening, and cultivating creative writing skills in multiple languages.

The study addressed the topic of artificial intelligence ethics and its relationship to scientific research and university education, presenting a definition of artificial intelligence as systems that simulate human intelligence and are trained to recognize patterns, make decisions, and perform tasks automatically. It also explained the meaning of ChatGPT as a generative language model based on transformer architecture and trained on vast amounts of text to produce human-like language. The study reviewed classifications of artificial intelligence into narrow and specialized intelligence, general intelligence capable of performing human intellectual tasks, and super intelligence that surpasses human capabilities. It raised frequently asked questions about using AI tools in assignments and research, the necessity of citation according to APA style, and the possibility of including clear policies in course syllabi. The study emphasized the importance of having policies, codes of ethics, and clear practices regulating responsible use, and the need for faculty members to update their courses to clarify permitted and prohibited uses. It focused on academic integrity, warning against plagiarism and total reliance on AI outputs without verification or critical analysis, and against errors such as blind trust in outputs or accepting fabricated references. It discussed issues of bias, privacy, copyright, accuracy, and the environmental impacts of energy and water consumption, in addition to UNESCO's role in protecting human rights and promoting diversity and inclusion. It also presented a checklist for students to ensure compliance with proper practices and stressed disclosing the use of tools, verifying information, and not presenting AI-generated content as personal work, while referring to future applications such as 5G, reverse engineering of the brain, and eye-tracking technologies and their role in advancing education. Abstract Written by Dar AlMandumh, 2026, Using AI

This study aimed to investigate the effectiveness of using the Frayer Model combined with technological innovations to enhance English as a Foreign Language (EFL) vocabulary acquisition and develop writing skills among pupils in the first cycle of basic education. The sample consisted of 30 pupils from El Bayan Modern School in Cairo Governorate, divided equally into a control group and an experimental group. The experimental group received instruction through the Frayer Model integrated with selected technological tools, while the control group was taught using conventional methods. A pre-posttest design was employed to assess participants' vocabulary acquisition and writing skills. The results revealed a statistically significant difference in favor of the experimental group, indicating that the integrated approach was more effective than traditional teaching methods. The findings highlight the potential of combining structured vocabulary learning strategies with technology to improve both vocabulary knowledge and writing proficiency among young EFL learners.

This study investigates the effectiveness of a professional development (PD) program utilizing artificial intelligence (AI) tools to enhance the performance and cognitive skills of English language teachers in secondary schools. A quasi-experimental approach including pre- and post-testing was utilized to gather data from 20 teachers and 60 students via cognitive tests, performance observation rubrics, and satisfaction surveys. Wilcoxon signed-rank tests revealed substantial enhancements (p <.01) in teachers' cognitive knowledge, its sub-dimensions (knowledge, comprehension, application, and analysis), and instructional skills (classroom management, pedagogy, and AI integration). Surveys of students also indicated that they were satisfied with the AI-enhanced lessons they were receiving. Ezzat's adjusted gain ratio showed that the program performed quite well. The findings point to the importance of incorporating AI tools into teacher professional development programs to enhance the instruction of English as a foreign language (EFL). This method fosters student learning and equips high school teachers with the skills necessary to teach in the 21st century.

The present study aimed at investigating the effectiveness of a training program based on Fink's Taxonomy in developing EFL pedagogical competence of 21st century skills of English language teachers. This aim was accomplished by using Fink's Taxonomy as a framework for training EFL teachers on teaching five 21st century skills which are communication, collaboration, critical thinking, creativity, and self -regulation. The participants of the study were 30 EFL teachers of the secondary stage working for Alazhar and they were assigned to one experimental group for pre -post administration . According to the study, the dependent variable which is the EFL pedagogical competence of 21st century skills consists of pedagogical content knowledge, teaching skills, and pedagogical attitudes and the three areas are related to the five target 21st century skills previously mentioned. The instruments of the study were a knowledge test for assessing pedagogical content knowledge, a rubric for observing teachers' performance and assessing teaching skills, and a questionnaire for assessing pedagogical att itudes. Results indicated that there were statistically significant differences between the mean scores of the pre - administration and the post administration of the three instruments, in favor of the post administration; this means that there was a noticeable improvement in EFL pedagogical competence of the target 21st century skills in terms of pedagogical content knowledge, teaching skills, and pedagogical attitudes of EFL teachers.

The objectives of this study were to investigate the effectiveness of problem-based learning (PBL) in developing critical thinking skills for 1 grade secondary school students. A quasi-experimental pre- post-test experimental /control group design was conducted. Participants were 60 1st grade secondary students randomly selected from Abd Al Aziz Al Saud experimental language school, Heliopolis, Cairo in 20162017. Students of the experimental group received training through the problem-based learning program, while the control group received regular instruction. Tools of the study included: critical thinking skills checklist, a pre-post Watson -Glaser critical thinking appraisal -short form (WGCTA-S). The participants' pre-post test scores were analyzed using t-test. The results indicated that there were statistically significant differences. at (0.05) level between the mean scores of the experimental and the control groups on the post critical thinking test as a whole and in its sub-skills (making inferences, recognition of assumptions, deductions, interpretations, and evaluating arguments) in favour of the experimental group. There were also statistically significant differences at (0.05) level between the mean scores of the experimental group on the pre-post administration of the critical thinking test as a whole and in its sub-skills in favour of the post administration. In addition, most of the students suggested that PBL encouraged them to share their opinions with others, analyze situations in different ways and think of more possibilities for solving problems. However, a few students felt stressed and overloaded during the PBL process. In conclusion, PBL promoted secondary stage students' critical thinking skills.

The basic objective of the present study is to investigate the effectiveness of using ablended learning on developing grammar for secondary school students. The study sample included sixty students at the first year secondary school at Omar Ibn El Khattab secondary school for boys, Cairo. The design of the study is the pre/post test quasi experimental control design. To collect the data required, the following instruments were used: the pre/post test aimed at measuring students' actual level at grammar before receiving any instruction, the program and the Checklist to elicit the experimental group learners' post-experiment impressions, opinions and improvement suggestions about the program. The program was divided into two parts: the online part included the content of the suggested program for developing grammar and face to face instruction that included sixteen sessions. The main aim of these sessions was to develop and support online learning as well as communicative tasks to encourage students to communicate with each others. The data obtained was analyzed using T-Test. The statistical analysis indicated that the program developed the performance of the experimental group on the pre/post test and the results were in favour of the post test at (α < 0.05). The main conclusion was that the blended learning program was effective in developing grammar for the first year secondary students.