Asset Details
Do you wish to reserve the book?
Using some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading Skills
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Using some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading Skills
Do you wish to request the book?
Using some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading Skills
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Using some Neurolinguistics Programming Pillars-Based Activities to Develop Faculty of Education Students' EFL Listening and Reading Skills
2023
Overview
This study aimed at enhancing Faculty of Education students'EFL listening and reading skills through using some neurolinguistics programming pillars-based activities. To fulfill this purpose, instruments were constructed, listening, and reading skills checklists, pre-post EFL listening and reading skills tests in addition to a listening rubric. The participants of the study were sixty-four first year Faculty of Education students, Menoufia University. This study used a quasi-experimental design with two groups: the experimental group was taught utilizing some neurolinguistics programming pillars-based activities, while the control group was taught using regular teaching methods. The results revealed that experimental group students'EFL listening and reading skills considerably improved and they outperformed their counterparts in the control group in these targeted skills. It was recommended that some neurolinguistics programming pillars-based activities should be used in EFL teaching and learning to enhance EFL listening and reading skills. In addition, EFL learners should be provided with EFL listening and reading courses in which some neurolinguistics programming pillars-based activities are employed.
Publisher
جامعة مدينة السادات - كلية التربية
