The current Study aimed at investigating the effectiveness of a program based on Interactive Student Response Systems to develop EFL Students' E-Critical reading comprehension skills at the Faculty of Specific Education. The researcher used two groups (Control and Experimental) to achieve this purpose. He chose one experimental group randomly consisting of thirty from the four level university students "English Section" who utilized interactive student response systems. In addition, the control group was taught by the traditional method. The researcher designed the EFL e-critical reading comprehension skills test and the program based on interactive student response systems. After performing the statistical analysis, There were statistically significant differences between the experimental and the control groups' mean scores in the post-administration of the EFL E-Critical Reading Comprehension Skills test in favor of the experimental group, and statistically significant difference between the mean scores of the experimental group in the pre-and post-administrations of the EFL E-Critical Reading Comprehension Skills test in favor of the postadministration. Also, There were no statistically significant difference between the mean scores of the experimental group in the post and follow up administration of the EFL E-Critical Reading Comprehension Skills test. Finally, Interactive Student Response Systems had a positive influence on developing the EFL E-Critical Reading Comprehension Skills.
The aim of the study was to improve preparatory stage pupils' communicative grammar performance using task-based language instruction. The study problem was the low scores of the first year preparatory stage pupils' communicative grammar performance obtained from the pre-research. The participants of this study consisted of (N=60). Pupils enrolled at the first year preparatory stage at Kafr-Saqr Preparatory School for Girls, Sharkia Governorate, Egypt, in the academic year (2018)(2019). They were randomly divided into two groups: Experimental group (N=30), and control group (N=30), during the treatment period, first-group participants received task-based language instruction, while second-group participants received instruction through traditional method. Firstly, pupils were administered a pre-test, then a post-test was administered to evaluate whether the progress between pre and post-test results were meaningful or not. The analyzed results clearly demonstrated the significance contribution of Task-Based Language Instruction to the EFL first year preparatory stage pupils' communicative grammar performance. Hopefully, these findings would be beneficial to those studying and teaching English to L2 learners.
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