The study attempted to investigate the effect of explicit morphology instruction (EMI) on developing secondary school students’ EFL morphological awareness and reading comprehension. The explicit morphology instruction targeted two morphological skills namely, inflectional and derivational skills. The study used a pre-posttest experimental and control group design. The intact study participants were (98) first year secondary school students. While the first intact group (n=49) was functioned as an experimental group, the second intact group (n=49) represented the control group. To collect the data, a two-unit explicit morphology instruction program (EMIP), a morphological awareness test (MAT) and a reading comprehension test (RCT) were designed, validated and implemented. Before the intervention, the participants’ morphological awareness and reading comprehension were pre-tested. During the course of intervention, while the experimental group participants were exposed to explicit morphological instruction in addition to their regular English instruction sessions, the participants of the control group only received their regular EFL instruction sessions. Results revealed that the experimental group participants’ mean scores on the post morphological awareness test and reading comprehension test surpassed that of the control group. Accordingly, explicit morphological instruction was effective in developing EFL secondary school students’ morphological awareness and reading comprehension. However, the effect size of explicit morphological instruction on developing EFL secondary school students’ morphological awareness was higher than its effect size on developing their reading comprehension. Therefore, teaching English morphology should be an integral part of EFL secondary school curriculum.
ome primary school pupils lack the ability to speak English. The study investigated the effect of using digital storytelling strategy on developing primary school students' English-speaking skills. The study used a quasi-experimental approach. The study recruited 60 pupils; 30 pupils for the experimental group and 30 pupils for the control group. While the experimental group pupils were exposed to storytelling strategy, the control group pupils received regular speaking classes. A speaking skill test was developed and administered. Results showed that the pupils of the experimental group outperformed the control group in post-treatment. The experimental group pupils' oral performance increased after exposing them to different storytelling activities. In storytelling, pupils are encouraged to join in repetitive sentences and have the opportunity to suggest variations in certain elements and aspects of the story.
The study was an attempt to investigate the effectiveness of a suggested sensory based program in developing first year university EFL majors' sensory vocabulary knowledge and descriptive writing performance. The study participants were 84 first year students majoring in English language at the Faculty of Education, October 6 University, Egypt. The participants were randomly divided into two equal groups. To collect the data, a sensory based program, a sensory vocabulary knowledge test, and a descriptive writing performance test were designed and implemented. Before the intervention, all the participants were pretested. While the experimental group participants (n=42) were exposed to the sensory based program, the control group participants (n=42) received their regular writing instruction. Results revealed that the sensory based program was more effective than regular writing classes in developing EFL students' sensory vocabulary knowledge. Similarly, the sensory based program was effective in developing EFL students' descriptive writing performance. Based on the study results, it was recommended that using senses in teaching/learning writing genre in EFL contexts should be adopted as an effective and attractive pedagogy.
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