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This study was conducted to investigate the effectiveness of using explicit instruction versus incidental learning in enhancing lexical collocational knowledge among third-year English majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology. For the purposes of this study, 60 students were divided into two experimental (i.e. explicit instruction and incidental learning) and one control group. A lexical collocation test which consists of two parts, namely, receptive and productive, and a writing quality test were administered for three groups after the treatment. A 10-session treatment was administered for the experimental groups' students, while the control group students followed their regular method. Results revealed a clear advantage for explicit instruction as the explicit instruction group significantly outperformed the incidental learning group and the control group both in receptive and productive lexical knowledge. Results also indicated that the explicit instruction group students outperformed both the incidental and the control groups in the quality of writing. The incidental learning group also reflected some collocation gains with better performance than the control group.

The purpose of this research was to enhance listening performance of EFL majors using podcasts and learner strategies. The attempt was made to explore students' awareness of the strategies they employ during listening tasks and how this relates to their overall listening ability. Seventy-six third year EFL students were selected from the Faculty of Languages and Translation at Misr University for Science and Technology to participate in the study. They were randomly divided into two equal groups of 38; an experimental group and a control group. Two instruments were administered; namely, a listening performance test and a questionnaire on learner strategy use. The experimental group were exposed to podcast-based instruction while the control received their regular content. Results revealed that the experimental group's listening performance improved significantly. The findings also indicated that students' strategy use of listening strategies and their performance were positively correlated, with proficient students demonstrating greater strategy use than the less proficient. It was concluded that using podcasts is effective in enhancing listening performance of EFL majors.

The present study offers some insight into the effect of vocabulary strategy training on developing vocabulary size and overall language proficiency. It also explores the correlation between vocabulary strategy use and the language development learners achieve. A total of 52 third-year English majors were selected from the Faculty of Languages and Translation, Misr University for Science and Technology as participants of the study. Three instruments were required to fulfill the purpose of the study; English proficiency test, vocabulary learning strategy inventory and vocabulary size test. ASSURE model based program was designed to cater for training participants on vocabulary learning strategies. Findings indicated that the experimental group students outperformed the control group in both vocabulary size and overall language proficiency. Positive correlation was also found between learners' language performance and their strategy use. It is recommended that conscious vocabulary learning strategies should be accorded attention in EFL preparation programs with prominence given to autonomy- fostering lexical learning activities.

The main concern of the present study was to examine the effectiveness of developing a translation course based on the strategic self-regulated learning in improving EFL majors' translation competence. Adopting quasi-experimental design, the participants, consisting of 60 EFL majors at the Faculty of Foreign Languages and Translation, Misr University for Science and Technology, were randomly selected and distributed equally to two groups, the experimental group and the control group. To fulfill the purpose of the study, a translation competence test was constructed and validated. Results revealed the effectiveness of the developed course in improving translation competence of the experimental group students. The results also showed that the experimental group students outperformed the control group on the posttest translation competence test. It is recommended that self-regulation training should be accorded adequate attention in EFL curriculum in order to cater for independence and life-long learning that meet the demands of the 21st century. The study also called for adopting competence-based orientation in designing translation courses through making available training workshops for EFL majors and giving prominence to selecting appropriate strategies particularly those emphasizing autonomy in the learning process.

The main purpose of this study was to investigate the effect of task -based training program on the discrimination and production of English vowels. It also examined the extent to which these two levels of pronunciation performance are correlated. The participants, consisting of 66, were selected from the first year English department students at the Faculty of Education Al Azhar University. A test of vowel discrimination and production, made up of two parts, was constructed for the study. The program, comprising 32 tasks recorded by a native speaker teacher of English, was administered in 10 weeks for the experimental group students, including pre and posttests. Results indicated that task-based training proved effective in the discrimination and production of vowels. Results also indicated that discrimination and production are positively correlated. The study called for adopting task-based training and explicit instruction of pronunciation to help learners be aware of the constituent parts of vowel sounds and develop acute discrimination that relates to enhanced production.

The purpose of this study was to investigate the effect of online debating in enhancing argumentative writing and reducing writing apprehension for fourth year EFL majors at the Faculty of Languages and Translation, Misr University for Science and Technology. Participants of the study, totaling 50 students, were divided into two equal groups randomly assigned to the experimental and control groups. To fulfill the purpose of the study, two instruments were developed and validated; an argumentative writing test and a DM-writing apprehension test. They were administered as a pre- posttest for both groups before and after the 11 weeks training program. The experimental group received the online debating training program treatment, whereas the control group students followed their regular method of teaching writing. Results indicated that the online debating program was effective in enhancing EFL majors' argumentative writing and reducing their writing apprehension. It was recommended that teaching the structural features of online debating should be incorporated into language pedagogy program.

The main concern of this study was to investigate the effectiveness of online drama approach in improving English majors' oral fluency, intelligibility and reducing speaking anxiety. Adopting a quasi-experimental design, the participants, totaling (40) were selected from EFL first year English Department students at the Faculty of Languages and Translation, Misr University for Science and Technology. To fulfill the purpose of the study, two instruments were required; an EFL oral performance test to measure both fluency and intelligibility and an EFL speaking anxiety scale to measure learners' uneasiness while speaking. The online drama treatment material employed was based on The Lost Secret Series designed and presented by the BBC through Microsoft Teams. Results revealed that there was a significant difference between the mean scores of the treatment group on the pre and post administrations of the EFL oral performance test and the EFL speaking anxiety scale in favor of the post administration. They also indicated the effectiveness of using role-play, storytelling and improvisation underlying drama approach in improving English majors' oral fluency, intelligibility and reducing speaking anxiety.

The main aim of the study was to examine the effectiveness of a constructivism-based program in developing some English reading and writing skills of prep school students and their attitudes. Recent research that affirms the importance of EFL reading and writing skills and their crucial role in learning, endeavors have been made to suggest modern approaches focus on the process rather than the product and affirm the active role of learners in the process of their own learning. These has been a call for integrating new dimensions such as learner autonomy and learning strategies in the course of the learning process; aspects endorsed by the constructivist theory of learning. In spite of the importance of the reading and writing skills to prep school students, studies confirm that most of students are poor and inefficient in reading and writing and their negative attitudes towards the English language. Thus the need for the present study was established on both the theoretical and the actual bases to investigate the effectiveness of a proposed constructivism- based instructional program to improve the reading and writing skills of prep school students and develop their positive attitudes towards English language. The results of the study hypotheses as a proof to the proposed program. So, it can be concluded that the proposed program is effective on improving students' reading and writing skills and developing their positive attitudes towards the English language, as it provides a variety of methods and techniques that enhance learning, depends on students' prior experiences and backgrounds, develops their ability to interact in a situation, introduces knowledge in context and real situations, and improves the students' ability to apply rules appropriately in reading and writing. The findings of this study are in live with the findings of previous research (Hendry, 1996; Nyikos and Hashimoto, 2007; and Christianson and Fisher, 2009) that indicate that the constructivist approaches show a significant impact on the students' learning outcomes. They facilitate students' learning, allow students to be more autonomous, improve their capacity for critical thinking, and to look for and analyze information needed to propose a solution. Furthermore, a constructivist approach builds up students' team work skills and communications abilities. Findings also show that learning should involve activities to process the new material, linking it to what the student already knows. Tasks should be authentic, set in a meaningful context, and related to the real world (Larochelle, 2010). Thus, constructivism offers real promise for improving the students' reading and writing skills and developing their positive attitudes towards English language.

A number of studies have demonstrated that foreign language students can acquire vocabulary from reading. This study was designed to examine whether EFL students can acquire vocabulary incidentally and reading attitudes from extensive reading. Eighty-six fourth year English major students were engaged in the study. Based on their previous English reading experience centered on intensive reading of English texts, and the words they were learnt incidentally during studying English as a foreign language, therefore, Extensive Reading (ER) was their major reading experience in English. All participants were oriented to the students' questionnaire, a vocabulary levels test and a reading attitude questionnaire. Results showed that participants had significant differences in their vocabulary sizes, and increases in Comfort and Intellectual Value and a reduction in Anxiety, with no influence on Practical Value. Results also demonstrated that extensive reading can help EFL students enhance their vocabulary knowledge and reading attitudes. This implies that incorporating an extensive reading element in language learning programs at all levels can greatly enhance foreign language acquisition.