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understanding skills for History section students, faculty of education, Helwan university through using evidence-based learning. The participants of the study were 60 students. They were divided into two groups (the experimental group and the control group). The study employed a reading fluency skills test and historical understanding skills test. The necessary reading fluency skills and historical understanding skills were determined through two checklists approved by a jury of specialists in teaching EFL and History. During the experiment, the experimental group received instruction through using evidence-based learning while the control group received regular instruction. The experiment lasted for three months. The analytical descriptive method and the quasi-experimental design were used. The statistical analysis of the obtained data from the pre and post administrations of the two tests revealed the effect of using evidence-based learning on developing the required reading fluency and historical understanding skills for History section students, faculty of education, Helwan university through using evidence-based learning. Using evidence-based learning had a large effect size on developing the required reading fluency and historical understanding skills for the participants. Based on the obtained results, it was recommended developing required reading fluency and historical understanding skills through evidence-based learning. In addition, using evidence-based learning for improving linguistic performance was also suggested.

This study aimed at developing the required research writing skills and teachers, beliefs for English section students of general diploma, faculty of education, Helwan University through using e service learning. The participants of the study were 30 students who represented the study group. The study employed a research writing skills test and teachers, beliefs questionnaire. The necessary research writing skills were determined through a checklist approved by a jury of specialists in teaching EFL. During the experiment, the study group received instruction through using e service learning. The experiment lasted for three months. The analytical descriptive method and the quasi-experimental design were used. The statistical analysis of the obtained data from the pre and post administrations of the test and the pre and applications of teachers, beliefs questionnaire confirmed the effect of using e service learning on developing research writing skills and teachers, beliefs for English section students of general diploma, faculty of education, Helwan university. Thus, the aim of the study was achieved as using e service learning showed a large effect size on developing research writing skills and teachers, beliefs for the participants. Based on the obtained results, it was recommended that due attention should give the development of research writing skills and teachers, beliefs through e service learning .In addition, using e service learning in developing other language skills was also suggested.

The study aimed at developing the required persuasive speaking skills and academic self concept for the 4th year English Section students of the Faculty of Education, Helwan University through using design thinking in hybrid learning environment. The participants of the study were 82 who represented the study group. They split into A-B teams as they alternate sessions between being at home and being in person. The study employed a persuasive speaking skills test and an academic self concept questionnaire. The necessary persuasive speaking skills and the academic self concept aspects were determined through the use of two checklists approved by a jury of specialists in teaching EFL. The experiment lasted for three months. The analytical descriptive method and quasi experimental design were followed. The statistical analysis of the obtained data from the two administrations of the test and two applications of academic self concept scale confirmed the effect of using design thinking in hybrid learning environment on developing persuasive speaking skills and academic self concept for the 4th year English students of the Faculty of Education, Helwan University. Thus, the aim of the study was achieved as using design thinking in hybrid learning environment showed a large effect size on developing persuasive speaking skills and academic self concept for the participants. Based on the results, it was recommended that teachers should give due attention to the development of persuasive speaking skills and academic self concept through design thinking in hybrid learning environment .In addition, using design thinking in developing other language aspects was suggested.

This research aimed to investigated the effectiveness of the Listening Triangle Strategy in enhancing writing skills among first-year secondary school students. The participants were divided into an experimental group and a control group, with a quasi-experimental pre-post test design employed. Both groups underwent pretesting and post-testing using a Writing Skills test, which was evaluated by two raters according to a rubric developed by the researcher. The experimental group received instruction based on the Listening Triangle Strategy, which emphasizes active engagement. Statistical analysis of the post-test results indicated that the experimental group significantly outperformed the control group, demonstrating substantial improvements in various writing competencies, including content development, organization, and grammar. The implementation of the Listening Triangle Strategy resulted in a large effect size, highlighting on students' writing skills.

The present study aimed at developing the required EFL speaking skills for the 1st grade preparatory pupils through the use of the smart practice devices. The participants of the study were chosen randomly and divided into an experimental group (n=30) and a control group (n=30) from one of the government schools in Giza namely Tersa Governmantal Language school. The pre-post test was designed and submitted to panel of the jury to members to validate them before administering to the two groups. The researcher taught the experimental group using Smart devices practices to develop speaking skills. while the control group was taught using the regular method. The results proved that there was statistically significant difference between the mean scores of the two groups; in favor for the experimental group. Thus, the research recommended that using Smart Devices Practices that motivate preparatory school pupils to develop their Speaking skills.

The study aimed at developing the required EFL critical writing skills for 2nd year secondary school students through using scaffolding with online tasks. Participants of the study were randomly selected and divided into two groups (31 for the experimental group and 31 for the control group). The study employed a critical writing skills test and a critical writing skills rubric. The necessary critical writing skills for 2nd year secondary school students were determined through the use of a checklist approved by a jury of specialists in teaching EFL. During the experiment, the experimental group received instruction through using scaffolding with online tasks, while the control group received regular instruction. The experiment lasted for two months. The analytical descriptive method and quasi experimental design were followed. The statistical analysis of the obtained data from the administrations of the test confirmed the effect of scaffolding with online tasks on developing critical writing skills for 2nd year secondary school students. Thus, the aim of the study was achieved as using scaffolding with online tasks showed a large effect size on developing the critical writing skills for the experimental group of the participants. Based on the results, it was recommended that teachers should give due attention to the development of critical writing skills in EFL classes through online scaffolding tasks. In addition, using scaffolding in developing other language skills was suggested.

The present study was conducted to investigate the effect of communicative theory on developing EFL creative writing skills for English Majors, Faculty of Education, October 6 university. The study followed a pre-post experimental one group design. The participants were 40 English Majors, Faculty of Education, October 6 university. To achieve the aim of the study, the researcher designed a creative writing pre/ posttest to measure the students' performance in creative writing. It was administered to the participants before and after the intervention. The mean score of the pre / post administrations of the test was statistically calculated. Findings of the study revealed that there was a statistically significant difference at 0.05 in the pre- and post-administration of EFL creative writing skills, in favor of the post- administration. In the light of the findings, the researcher recommended the use of communicative theory for developing EFL creative writing.