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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.

With the indispensible necessity of accommodating with technological innovations especially in the field of education, Algerian university teachers are required to show digital literacy readiness in order to assure successful performance. This study utilizes secondary data to critically and systematically review research related to the Algerian English for specific purposes (ESP) teachers' digitalized professional development. Hence, this study seeks to inquire about strategies, practices, and expectations that can safely lead ESP Algerian practitioners toward high quality digitalized pedagogical literacy (DPL). Results of this study show that parameters evaluating ESP Algerian teachers' (DPL) are not yet well defined. In addition, though this type of literacy in the Algerian context is superficially researched, it is considered as a focal aspect of teachers' overall professional development. Future reviews may continue to trace new practices in the field of the Algerian ESP teachers' digitalized pedagogical literacy development.

The present study aimed to investigate the effect of two approaches of instruction (explicit vs. implicit) on Algerian EFL learners' production of complaints. Moreover, it sought to know whether or not gender affects the participants' pragmatic production of the speech act in focus. Two intact third-year English-major groups (40 students) participated in the study. Each group consists of 29 girls and 11 boys. The pretest and posttest data were collected through a ten-item discourse completion test. Both groups' production of complaints was analyzed using a holistic rating scale to evaluate the overall appropriateness of language use. The results revealed that the explicit group significantly improved in the posttest over the pretest, greatly outperforming the implicit group. Additionally, there is no significant difference between the males and females of the implicit group. However, in the explicit group, gender came out to exert a significant impact on the way male and female participants produced the speech act of complaining.

The aim of this study is to find out the level of pedagogical content knowledge of in service English language teachers in a foreign language context. The data were collected from 9 in-service English language teachers' responses on five open-ended grammar, pronunciation and writing problems. The results show that Jordanian English language teachers do not know enough about what they teach. Furthermore, they show that the integration between what teachers know about what they teach and about the process of teaching and how to teach (PCK) is not adequate enough (with a medium level).

هدفت الدراسة إلى التعرف إلى درجة تطبيق معلمي اللغة الإنجليزية في مديرية التربية والتعليم للواء الأغوار الشمالية للتعلم المدمج، ولتحقيق هدف الدراسة تم إعداد أداة الدراسة وهي \"استبانة\" وتم التأكد من صدقها وثباتها، وتكونت عينة الدراسة من (150) معلم ومعلمة ممن يدرسون اللغة الإنجليزية في المدارس التابعة لمديرية تربية لواء الأغوار الشمالية، وتم اختيارهم بالطريقة العشوائية البسيطة، وقد توصلت الدراسة إلى النتائج التالية: أن درجة تطبيق معلمي اللغة الإنجليزية في مديرية تربية لواء الأغوار الشمالية للتعلم المدمج حصلت على متوسط كلي (3.75 من 5) بتقدير \"مرتفعة\" وفي ضوء نتائج الدراسة، قدم الباحث العديد من التوصيات منها استحداث أدوات تعزيز وتحفيز للطلبة تخرجهم من حالة الجمود أو الفتور نحو التعلم المدمج، كما ينبغي على المدرسين أن ينوعوا في تقديم المحتوى التعليمي ومراعاة اختلاف مستويات الطلبة، وأن يوفروا أنشطة تفاعلية لحظية تربط الطلبة بالمحتوى التعليمي والتفاعل مع زملائهم بعيدا عن العزلة والملل.

This research investigated the effectiveness of a hypermedia program for enhancing linguistic aspects of descriptive Writing of EFL secondary school students. For this purpose, a sample of 50 female students, were selected from first year secondary students at New Secondary Girls School, Tala Educational Administration, Monufia Governorate. They studied the suggested hypermedia program and were tested before and after experimentation. The instruments used in the research included: a) a descriptive writing performance test (pre/post) to evaluate the students' development in linguistic aspects of descriptive writing. b) an analytic scoring rubric (ASR).Results of the research revealed a significant difference at the 0.05 level between the mean scores of the pre and post test in achieving linguistic aspects in descriptive writing in favor of the post test, which means that the hypermedia program was effective in developing the linguistic aspects of the students' descriptive writing. A group of recommendations were posed to EFL teachers, course designers and future researchers.

This study aimed at investigating the effectiveness of training 13 EFL in¬service teachers on incorporating action research with cognitive strategy instruction models to improve teaching EFL reading and writing instruction. The training focused on using two instructional models; the Collaborative Strategic Reading (CSR) for reading and the Self-Regulated Strategies Development (SRSD) for writing. A mixed methods research design was adopted for this study to allow triangulation of data and explore the multi¬dimensional nature of the study variables. The participant teachers were engaged in conducting action research utilizing the cognitive strategy instruction. The teachers' action research reports and the school students' gains in writing and reading were analyzed and interpreted. Results demonstrated that the training was effective in developing teachers' skills of developing and conducting action research and implementing CSI in their classroom practices. Results revealed that teachers prefer using SRSD over CSR. Additionally, students who were taught using SRSD achieved more learning gains rather than the students who were taught using CSR.

Although there is general agreement that there is a difference between assessment of learning (summative assessment), and assessment for learning (formative assessment), and that both forms of assessment have valuable roles to play, comparatively little attention is given to the latter in foreign language teacher education programmes (FLTEPs) in the Middle East, which is the major channel for training and recruiting teachers of foreign, languages at pre-university levels in many Arab states. This paper claims that there is a sort of unconscious and inherent distrust in formative assessment in teacher education programmes and therefore, aims to provide a snapshot of the implicit/ explicit formative classroom assessment culture in Egypt, Saudi Arabia and Libya. More precisely, the study examines a) instructors' views about the purpose/ role of FCA for themselves, as well as for students, b) instructors' attitudes towards FCA as well as their perception of the attitudes of other parties that might be interested (including students) and c) evaluation with current FCA practice and whether or not there is a need for change. Questionnaires and interviews were used to collect data from 63 instructors. Results suggest that in practice there is a gulf between the decision-takers' requirements that formative classroom assessment should be used and instructors' distrust in this form of assessment. Results suggested that there is an inherent deemphasis on the part of the education system and that leads students, instructors and the community to believe more in summative assessments as the only acknowledged assessment tool that would influence .students' careers.

The inverted instruction (II) as a pedagogical model has recently gained more recognition and commendation and become one of the most noteworthy innovative instructional models in education, where students watch instructional videos and read assigned materials outside / before the classroom and engage in productive tasks and activities inside / during the classroom. In foreign language (FL) teaching, the II may offer great benefits for both teachers and students by providing more interactive tasks that can help to enhance learners' language skills. In this context, the researcher deployed II to explore its impact on enhancing EFL pre-service teachers' (N=88) oral performance. A pre- and post-test quasi-experimental design, with control (N=45) and experimental (N=43) groups, was utilized to achieve the purpose of the study. Quantitative data was collected, analyzed, and statistically treated using SPSS. Statistical analysis of results revealed that the experimental group participants outperformed the control group participants, and there were statistically significant differences at 0.00 level between the two groups at the end of an eight-week intervention process using II. The findings of the study also indicated that the experimental group participants developed significantly in the four measured dimensions of oral performance: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The researcher supported her quantitative results with qualitative data collected to gain insights into the participants' perceptions of the newly used model and their reflections on II. The results revealed that the EFL pre-service teacher participants had a positive attitude towards the use of II as a constituent part of their study courses. The study also provided recommendations for II's implementation and integration into courses in other EFL teaching.