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result(s) for
"اللغة الإنجليزية دراسة وتعليم (إعدادي)"
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تعلم كيف تتكلم.. تسأل.. تجيب : الإنكليزية في ثلاثة أسابيع : Learn how to... speak.. ask.. answer.. : English in three weeks
إن الهدف من وضع هذا الكتاب هو تقديم أطيب الفوائد إلى اللذين يلمون باللغة الإنجليزية أو يتقنونها بعض الشيء وذلك لتمكينهم من الإمساك بناصيتها في أقل جهد ممكن وقد جاء هذا العمل نتيجة جهد خاص مستمد من واقع التجربة والخبرة الطويلتين في هذا المضمار وقد قسمت مواضيع الكتاب إلى ثلاثة أجزاء دعوتها الأسابيع الثلاثة وذلك ليتناسب مع جميع المراحل الابتدائية والمتوسطة.
Book
The Effectiveness of Using Augmented Reality Applications in Developing English Vocabulary Acquisition among Preparatory Schools Pupils
Learning EFL vocabulary is a challenging undertaking, therefore teachers do everything they can to make it easier for their students. The purpose of this study is to determine the efficacy of employing AR apps in increasing English vocabulary acquisition in pupils in preparatory school. The pre-posttest control/experimental group design was used in the study. The study sample consisted of 40 first-year pupils from Engineer Muhammad Osama Emara Joint Preparatory School in Egypt, who were separated into two groups: an experimental group and a control group. Pupils in the experimental group used AR applications to acquire vocabulary, whereas students in the control group got regular instruction. A pre-post vocabulary achievement test, a suggested teacher's guide for the text course \"New Hello\" for first preparatory grade, and an AR application designed for the purpose of the study were among the study's tools. The pupils took pre-post vocabulary achievement test, and the results show that there is a statistically significant difference in mean scores between the experimental and control groups in the pre/post-test of English vocabulary achievement in favor of the experimental group.
Journal Article
Using a Collaborative E-Learning Environment to Develop the Skills of Understanding Details and the Speaker's Attitude for Preparatory School Pupils
The study aimed to develop 2nd-year preparatory stage EFL students' listening sub-skills (understanding details, specific information, and understanding the speaker's attitude and purpose) through using a collaborative e-learning environment. The effect of the program on students' achievement was examined using the quasi-experimental method. Preparatory stage students (n=54) were randomly selected and divided into two groups, experimental (n=30) and control (n=24). A listening comprehension test was constructed and included multiple-choice items. The pretest was administered to both groups. It showed that both groups are matched. The experimental group studied a course using the collaborative e-learning environment while the control group studied the course conventionally. The posttest was administered to the two groups. Independent sample t-test for comparing groups' mean scores. Results revealed that the experimental group achieved more progress than the control one on the listening comprehension post-test.
Journal Article
The Relationship between EFL Underachievers' Reading Comprehension Skills and their Academic Achievement
The present research paper is a correlation study that aimed at exploring the relationship between reading comprehension skills level and EFL achievement for underachievers. The study sample were 80 low intermediate-level students at El Tawfik Preparatory school for girls in El Fayoum Governorate in their first semester of the academic year (2018/2019). The participants' age ranged between twelve and thirteen years old. The low achieving students were selected based on their scores in the reading comprehension and achievement pre-tests. The lowest 25% of them were considered underachievers. The measurement instruments were (1) a reading comprehension skills test (the post-test version, Form B) and (2) an EFL achievement test. The two instruments were prepared by the researcher. Pearson correlation coefficient analysis between the two study variables was calculated. Results indicated a statistically significant positive correlation between reading comprehension skills level and achievement in EFL at (0.01) level. That is, the higher students' scores in reading comprehension skills test, the higher their scores in EFL achievement test and vice versa. pedagogical implications of these findings are discussed.
Journal Article
The Effect of the Systemic Approach on Developing the Second Preparatory Stage Students EFL Reading Skills
This research aimed at investigating the effect of the systemic approach on developing the second preparatory grade students al Temai AL-Amdid Preparatory School. The sample (N=45) consisted of second preparatory grade students, who were assigned into two groups; a control group taught traditionally while the other group was exposed to the system approach during the academic year 2020/2021. The instrument used in the research was an EFL reading skills test. Results found statistical significant difference among mean estimates of both groups, indicating effect of the systemic approach on the development of the students' EFL reading skills who were exposed to the systemic approach procedures.
Journal Article
TEFL Textbook Evaluation from Teachers' Perspectives
Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable book for a specific context, promote teachers' awareness on the actual content of a book which could be facilitated to make necessary adaptations. To design a quality and useful coursebook, we need to consider how to develop and evaluate it. The researcher has evaluated a coursebook (English for Libya Preparatory 3) used for 9th Grade basic EFL learners of Libya state schools. This study investigated how textbooks influence learning experiences and aims to highlight the pedagogical implications of the incorporation of materials as the backbone of language-teaching programme. The main objective of the present study is to evaluate, and critique the content of the currently used English for Libya Preparatory3 to determine how well this textbook enables teachers to effectively teach English in their classrooms.
Journal Article
التعلم التحويلي
يهدف إعداد المعلم إلى تعزيز التغيير في الرؤى ووجهات النظر الخاصة بالتعليم والتعلم داخل المواقف التعليمية المتباينة من جانب الطلاب المعلمين وحتى يصيروا معلمين بالفعل. وهذا التغيير غالباً ما يشمل ثلاثة أشكال من المعرفة: معرفة \"ماذا\" ومعرفة \"كيف\" ومعرفة \"لماذا\". لذا فإن التعليك التحويلي له علاقة وثيقة بهذا التغيير. فعندما يمارس الطلاب المعلمون عمليات التأمل الناقد، وينخرطون في حوار عقلاني داخل بيئة دراسية آمنة ومشجعة وتشاركية، فإنهم بهذا سيكونون قادرين على تحقيق المخرجات التالية ثم أخذها بعين الاعتبار عند الممارسات المستقبلية لها. * تفصيل الأطر المرجعية القائمة تفصيلاً محكماً أو إعادة صياغتها وتعريفها. * تعلم أطر مرجعية جديدة. * نقل وجهات النظر أو التحول إلى وجهات نظر جديدة. * نقل عادات العقل أو التحول إلى اكتساب عادات عقل جديدة. وعليه، فإن الورقة البحثية تنصب على كيفية تفعيل التعلم التحويلي في برامج إعداد المعلمين عموما وبرامج إعداد معلمي اللغة الإنجليزية كلغة أجنبية على وجه الخصوص. ولقد جاءت الورقة البحثية في أربعة محاور أو أقسام رئيسية : القسم الأول يتناول العلاقة بين التعلم التحويلي والتأمل الناقد وإعداد المعلمين، أما القسم الثاني فيتناول شكل وملامح وضروريات البيئة التدريسية لتنمية التعلم التحويلي. والقسم الثالث ينصب على البحوث التي تناولت التعلم التحويلي وبخاصة في مجال تدريس اللغة الإنجليزية كلغة أجنبية، وتنتهي الورقة البحثية بالقسم الرابع الذي يقدم إطاراً نظرياً مقترحاً لاستخدام التعلم التحويلي في بيئات إعداد معلمي اللغة الإنجليزية كلغة أجنبية.
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