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This study examined the effectiveness of the Intended Learning Outcomes (ILOS) model in enhancing lesson planning efficiency for pre-service English language teachers. The ILOS model classifies educational outcomes into knowledge and understanding, intellectual, professional, and transferrable outputs, extending Bloom's Taxonomy and aligning with the National Authority for Quality Assurance and Accreditation's standards. A quasi-experimental design was used, involving third-year students from the English Language Department, divided into a control group (40 students) and an experimental group (40 students). The control group planned lessons based on Bloom's Taxonomy, while the experimental group received training to use the ILOS model. The study employed a lesson planning rubric and a pre-post test administered before and after the intervention. Results indicated the effectiveness of the ILOS model in developing integrated lesson planning skills. The experimental group demonstrated improved ability to formulate lesson objectives correctly and determine appropriate content through objective analysis. Participants could construct a content matrix of agreement, select suitable teaching strategies, and use evaluation methods to assess the achievement of lesson objectives. The findings indicate that the proposed ILOS model significantly enhances the planning efficiency and overall competency of pre-service English language teachers.

The current research aimed to develop English language oral communication skills for third year students at faculty of mass communication, October six University through a suggested program based on Web Quest strategy. The research adopted the quasi-experimental method, pre -posttest control /experimental group design. The experimental group students (n=40) were taught through the suggested Web Quest-based program, while the control group students (n= 40) were taught in a regular way. To test the program's effectiveness, a few instruments were prepared. Pre and posttest of oral communication skills and analytic oral skills rubrics. Results revealed effectiveness of Web Quest-based learning in enhancing mass-communication participants' oral communication skills.

The current research investigated the effectiveness of employing painting poetry as a teaching approach to develop analytical skills among students of the English Department when analyzing the poetic text. The research included the quasi experimental design where the study sample was divided into a control group and an experimental group. The experimental group students received teaching using a visual representation of poems through painting them by students under the supervision of a specialist in fine art in workshops, while the control group received a traditional teaching course. The research conducted a pre-post test to measure the effectiveness of painting poetry on developing the second year, English majors' poetic texts analytical skills at Faculty of Education, October 6 University. The results showed a significant development for English majors' poetic texts analytical skills through the employment of poetry painting approach. Through painting, students not only visualize the imagery and themes within the poems but also symbolically represent abstract concepts and emotions, deepening their understanding of the text. Painting help students to deduce figurative language of the poem, determine the emotional state of the poet, write poetry in the form of prose, as well as provide a summary of poems, compared to the control group, which highlights the benefits of integrating fine-art- based learning approach. This research offers an innovative pedagogical strategy for developing analytical skills in the context of poetry analysis, enriching students' linguistic and analytical abilities.

This study investigated the effectiveness of an AI-based dubbing program in enhancing oral proficiency among second-year English majors at the Faculty of Education, October 6 University. A total of 70 students were randomly selected from the department and divided equally into experimental and control groups (35 students each). The experimental group participated in a suggested program that utilized a variety of content, including educational clips, TV shows, and short films, carefully selected based on student interests. To measure oral proficiency, a pre-test and post-test were administered, along with a rubric to assess specific skills and competency levels. The experimental group engaged in dubbing activities where AI tools converted Arabic videos into English while maintaining the original speaker's voice tone. Students then analyzed, practiced, imitated, and mimicked these AI-generated voiceovers to refine their pronunciation, intonation, and fluency. The videos presented to the experimental group, which were dubbed from Arabic to English, were selected based on the students' diverse interests. This prior familiarity with the dubbed videos helped students better understand the context and engage with the content more positively. The findings revealed significant improvements in the experimental group's oral proficiency compared to the control group, highlighting the program's effectiveness in developing key speaking skills such as pronunciation, fluency, accuracy, and interaction. These results emphasize the potential of integrating AI-driven dubbing programs into language learning to foster oral communication skills.

This study explores the enhancement of English majors' practice teaching performance skills through the implementation of an integrated designed portfolio. The suggested portfolio serves as a reflective blueprint, enabling students to apply and illustrate the theoretical knowledge gained from academic and educational courses in language, psychology, and curriculum studies. Designed to measure the professional skills acquired from these courses, the portfolio promotes a comprehensive and practical understanding of teaching. A sample of 60 students from the Faculty of Education was divided into a control group and an experimental group, each consisting of 30 students. The experimental group utilized the integrated designed portfolio, while the control group followed traditional approach which relied on conventional lesson planning and assessment practices. The study employed practical test, including the implementation of an English lesson, and Practice Teaching performance Skills Rubric. The results revealed that the integrated portfolio significantly improved the professional skills and teaching efficacy of English majors, providing an integrated framework for reflective and applied learning.

This study investigates the effectiveness of using authentic materials to improve vocabulary mastery among secondary school students. Employing a quasi-experimental pre-post one-group design, the study involved 22 third-year secondary school students. A vocabulary instruction program utilizing authentic materials was implemented. Prior to the intervention, participants' vocabulary mastery was assessed through a pre-vocabulary test. The intervention included explicit exposure to various authentic materials such as newspapers, blogs, and magazine articles. Post-intervention, students were assessed with a post-vocabulary test to determine the impact of the intervention. Results indicated that the mean scores on the post-vocabulary test significantly exceeded those on the pre-vocabulary test. Thus, authentic materials were effective in enhancing vocabulary mastery for secondary school students. The study underscores the importance of integrating authentic materials into the secondary school curriculum to foster better vocabulary acquisition.