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The research investigated the effectiveness of using a Semantic Web-based program in developing pre-service English Language teachers' teaching competencies. The research's instruments included a teaching competencies checklist and a competencies test and the Semantic Webbased program. Thirty-four major students at Hurghada Faculty of Education participated in the research as pre-service English language teachers. The participants studied the Semantic Web-Based program during the second semester of the academic year 2022/2023 at Hurghada Faculty of Education. They were post-tested to identify the effectiveness of the proposed program. The findings showed statistically significant differences between participants' mean scores in the pre-post testing favoring the posttesting in lesson planning, implementation and assessment. The results indicated that the Semantic Web was effective for pre-service English Language teachers because it provided interactive, diverse resources that enhanced engagement and facilitated personalized learning experiences. This approach significantly improved their competencies in lesson planning, implementation, and assessment by integrating theory with practical application. Recommendations suggested that customizing programs for varied educational contexts and investing in technological infrastructure were advised to enhance the effectiveness of Semantic Web tools in teaching.

The current study aimed at developing first year preparatory pupils' EFL Reading Comprehension skills using project-based learning. A group of sixty-four first year preparatory pupils from Kafr Alashry preparatory school participated in the study during second semester of the academic year 2022-2023. The participants were divided into two groups: an experimental group (No=32) and a control group (N= 32). The Instruments and materials of the study consisted of an EFL reading comprehension skills checklist, an EFL reading comprehension skills test and a teacher's guide. The experimental group pupils were taught using project-based learning, while the control group pupils received regular instruction. The participants were prepost tested using the reading skills test. After manipulating data statistically, the results revealed that using project-based learning approach was effective in developing first year preparatory pupils' EFL reading comprehension skills. It is recommended that project-based learning be used in EFL classes in general and the reading class in particular.

This research aimed at developing 2nd secondary students' EFL Listening skills through sheltered instruction. The participants of the research were sixty second year secondary graders at Mamdouh Bakheet Secondary School in Ashmoon. The participants were divided into two groups: experimental and control; 30 students each, the experimental group were taught using a program based on sheltered instruction, while the participants of the control group received regular instruction in the first term of the school year (2020- 2021). The instrument of the present research was an EFL listening skills test. The data obtained were statistically analyzed. The findings revealed that using the sheltered instruction-based program was effective in developing 2nd secondary graders' EFL listening skills. It was recommended that sheltered instruction programs should be applied to be used to enhance secondary school graders listening skills.

The current study investigated the effectiveness of using cartoon films in developing primary school pupils' EFLwriting skills. The participants of the study comprised 60 pupils .They were drawn randomly from fourth year pupils enrolled in the primary stage, at Qombainyat primary school for boys and girls, EL Sadat Educational Directorate, Menouifa governorate ,during the first semester of the academic year 2020 2021. The participants were divided into two groups: experimental and control, 30 pupils each. After pre-testing, The experimental group received writing skills through cartoon films while the control group received regular instruction. Data were treated statistically. The results revealed that using cartoon films is effective in primary stage pupils' EFLwriting skills. Hence, the results seemed to provide adequate evidence to support the hypotheses. The change that occurred in the writing skills performance of the experimental group was higher than that of control group. Thus, it is recommended that the use of cartoon films be used in teaching writing skills to primary school pupils.

The current study aimed at developing EFL third grade pupils' reading comprehension skills (literal -inferential - critical) via using the multisensory approach. A group of sixty-four third year primary pupils from Ezbet Abo Atts primary school participated in the study during the academic year 2021-2022. They were divided into two groups: an experimental group (No=32) and a control group (N = 32). The experimental group pupils were taught using the multisensory approach, while the control group pupils received regular instruction. The Instruments and materials of the study consisted of an EFL reading comprehension skills checklist, an EFL reading comprehension skills test and a teacher's guide. The participants were pre-post tested using the reading skills test. After treating data statistically, the findings revealed that using the multisensory approach was effective in developing EFL third grade pupils' reading comprehension skills. It is recommended that the multisensory approach be used in EFL classes in general and the reading class in particular.

The current study aimed at investigating the effects of using the triangle listening strategy in developing preparatory stage pupils EFL listening comprehension skills. The participants were sixty-four, 1st year preparatory stage pupils enrolled at Kafr Salamoon Preparatory School in Kom Hamada Educational Administration They were divided into two groups: an experimental group (n= 32) and a control group (n= 32). The study instrument was an EFL listening comprehension test. The participants of the experimental group were taught using the triangle listening strategy while the participants of the control group received regular instruction. The data obtained were statistically analyzed. The results revealed that using the triangle listening strategy was effective in developing preparatory stage pupils EFL listening comprehension skills in English as a foreign language

The current study aimed at developing English Oral skills through using a program based on language immersion model. Sixty students were randomly divided into two groups: experimental (n= 30) and control (n= 30). The experimental group received a program based on language immersion whereas the control group received regular instruction. An EFL Oral skills pre-posttest was prepared and administered. The oral skills test was scored using a rubric prepared by the present study researcher. Results confirmed the significant effect of the program based on language immersion model on developing the oral skills. The students of the experimental group outperformed those of the control one.

The current study investigated the effect of a program based on writer's workshop (WWS) on developing secondary stage students' argumentative writing and reduces their writing apprehension. Study participants included 68 college students. The intact classes were randomized from first-year secondary students at Om Khnan secondary school, Quesna, Menoufia governorate during the first semester of the 2021-2022 scholastic year. They were divided into two groups; experimental (34) and control (34).The study adopted the quasi-experimental pre/ post-test design. The instruments of the research included an EFL argumentative writing skills test, and the Daly-Miller Writing Apprehension Test (WAT). The findings revealed that using writer's workshop had a positive effect on developing EFL secondary stage students' argumentative writing skills and reducing their writing apprehension. Hence, the results seemed to provide adequate evidence to support the hypotheses. The progress that occurred in the students' argumentative writing skills was due to WWS. Also, students' writing apprehension was decreased. It is recommended that teachers and curriculum designers pay attention to the importance of writer's workshop in EFL teaching and learning.

The current -study investigated the effect of Using GLM to develop Preparatory Stage Pupils' EFL Reading Skills. The participants of the study comprised 68 pupils randomized from second-year preparatory pupils at Alshahid Mahmoud Elsayed prep school, Elbagour, Menoufia governorate during the second semester of the 2019- 2020 scholastic year. They were divided into two groups; experimental (34) and control (34). The Generative learning Model was used in teaching the experimental group while the control group received regular instruction. The study adopted the quasi-experimental pre-posttest design. A pre-posttest reading skills test was prepared by the researcher and administered before and after the treatment. The findings revealed that using Generative Learning Model had a positive effect on developing EFL prep stage pupils' reading skills. Hence, the results seemed to provide adequate evidence to support the hypotheses. The progress occurred in the pupils' reading skills was due to GLM. It is recommended that teachers and curriculum designers pay attention to the importance of Generative learning Model in EFL teaching and learning.