he purpose of this study was to examine the effect of using SCAMPER-based activities in teaching story in developing EFL primary stage pupils' Speaking Skills .The study adopted the quasi-experimental design that involved two groups ; an experimental group and a control group. The sample of the study consisted of sixty pupils randomly selected from six grades Fakhr Dakahlia Language School in Mansoura city, thirty pupils represented the control group and thirty pupils represented the experimental group. The current study was delimited to the Creative Speaking Skills. To fulfill this purpose the researcher designed and used two instruments; a prepost test for measuring the pupils' Creative Speaking Skills and a rubric. SCAMPER-based activities were administered to the experimental group for eight weeks, whereas the control group was taught in the traditional way. Results of the study indicated that there was a statistically significant difference between the mean scores of the experimental and control group in the post administration of the Creative Speaking Skills in favor of the experimental group. This revealed that the use of SCAMPER strategy led to a significant improvement in the pupils' Creative Speaking Skills. Therefore, it was recommended that Ministry of Education should hold trainings for EFL teachers in using SCAMPER strategy in teaching story, in order to help their pupils develop their Speaking Skills.
This study aimed at investigating the effectiveness of using multiple intelligences (MI) based activities in developing EFL speaking skills and self-efficacy for preparatory stage visuallyimpaired pupils at Al-Nour schools in Mansoura. Based on the literature review, related studies and content specification of first year prep, five EFL speaking sub-skills were determined. Instruments of the study included: an MI checklist for determining the most common intelligences among the VI pupils, a speaking test, and a self-efficacy scale for measuring those pupils' self-efficacy level before and after the experiment. The content of the units with MI-based activities was taught to pupils throughout twelve sessions. Results revealed that MI-based activities had a great effect on enhancing the students' EFL speaking skills and self-efficacy as there were statistically significant differences between each of the pre-and postadministrations of both the speaking test and self-efficacy scale. The study also proposed some recommendations and suggestions for further research.
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