La recherche actuelle vise à vérifier l'efficacité de la théorie d'apprentissage compatible avec le cerveau au développement des compétences de la compréhension en lecture (compréhension critique) chez les étudiants de la section de français, faculté de pédagogie, université d'Al-Azhar, Pour atteindre cet objectif, le chercheur a sélectionné l'échantillon parmi les étudiants de troisième année, section de français, faculté de pédagogie au Caire, université d'Al-Azhar 75 étudiants pour le groupe expérimental, et 50 étudiants pour le groupe témoin, il a aussi élaboré une grille de compétences de la compréhension en lecture nécessaires pour l'échantillon de la recherche, et un test de compétences de la compréhension en lecture) pour mesurer Jusqu'à quel niveau les étudiants de la troisième année, section de français à la faculté de pédagogie, université d'Al-Azhar maîtrisent-ils ces compétences. Et on a appliqué le pré-test puis le programme proposé et enfin le post-test, et les résultats ont confirmé qu'il existe une différence statistiquement significative au niveau (0,05) entre les moyennes des notes des étudiants du groupe expérimental au pré-post test de compétences de la compréhension en lecture (compréhension critique) en faveur du post-test, ce qui confirme l'efficacité de la théorie d'apprentissage compatible avec le cerveau au développement des compétences de la compréhension en lecture chez les étudiants de la section de français, faculté de pédagogie, université d'Al Azhar. Mots-clés: théorie d'apprentissage compatible avec le cerveau, compréhension en lecture.
األزهر جامعة بالقاهرة التربية كلية التربية مجلةThéorie d'apprentissage compatible avec le cerveau et les compétences de la compréhension en lecture chez un échantillon des étudiants de la section de français, faculté de pédagogie-Al-Azhar
The study aimed at constructing a morphological awareness test in English as a foreign language among English Language Department students at the Faculty of Education for Boys in Cairo, Al-Azhar University, in addition to verifying the psychometric properties of the morphological awareness test in English as a foreign language. To meet such an end, the researcher administered the morphological awareness test in English as a foreign language to the third year students of the English Language Department at the Faculty of Education for Boys in Cairo, Al-Azhar University, during the first semester of the academic year 2021-2022 (totaling 126 out of 204) students who were the study population members. Their ages ranged from 19 to 23 years, with a mean age of 19.96 years and a standard deviation of 1.02 years. To verify the psychometric properties of the morphological awareness test in English as a foreign language, the two methods of content validity and jury validity were used as two methods of calculating validity, in addition to using Kuder-Richardson 20 method as a method of calculating reliability. The results of the study indicated that the test was characterized by high coefficients of content and jury validity. The results of the study also showed that the morphological awareness test in English as a foreign language was characterized by acceptable reliability indicators; the value of the reliability using Kuder-Richardson 20 was 0.7434, which indicates the readiness of the test to be used to measure morphological awareness.
This current study was inspired by the findings of a recently published study by Attia and Salem (2018). In it, 84 % of the participants in the semi-structured interviews across the four grade levels reported that the fear of being ridiculed due to their inaccurate and unintelligible pronunciation of sounds and stream of speech was a central trigger of their speaking apprehension. As such, the study emanates from the supposition that if EFL students are explicitly and systematically trained on features of connected speech, they will perhaps not only be able to receive and comprehend a highly fleeting message, but may also intelligibly produce it. A pre-post design was adopted to assess and compare the effectiveness of explicit-perception-and-production-focused-training on features of connected speech delivered via multimedia versus the traditional approach in developing listening comprehension and speech clarity among EFL majors. An intervention study of 12 weeks' programme was undertaken with 64 second graders of the English Department, Faculty of Education, Al-Azhar University. After 48 hours of instruction on suprasegmental aspects of English pronunciation, there were significant differences in listening attainments and speech clarity between the two groups of the study. The training was shown to have an enhancing effect on developing EFL learners' listening comprehension and speech clarity. The findings also indicated that there is a large effect size at the total level in both listening (.891) and speech clarity (.853) to the effect of the training program. The paper concludes with the theoretical and pedagogical implications of the study.
The current study departs from the concept of 'learner training' as simply a mechanical training in a number of discrete strategies which does not seem to help students learn how to listen strategically to the broader view of learner training where learning to learn, empowerment and learner autonomy are the ultimate goals. The study empirically probes the effects of an empowering learner training model, deployed in a metacognition-inaction approach to listening instruction, that rests on the firm view that knowledge precedes control. This model focuses on empowering learners with metacognitive knowledge and strategy use over a long-time duration on developing IELTS listening comprehension. An intervention study of seven weeks listening programme was undertaken with 60 EFL college students of two proficiency levels. A pre-post design was adopted to compare the effect of the metacognitive-in action approach (experimental group) with the prevalent listening approach (control group) on developing IELTS listening comprehension of B1 and B2 proficiency level students. Results revealed significant differences in IELTS listening attainment between the two groups of the study regardless of the proficiency level in favour of the metacognition-inaction approach. Furthermore, the interaction effect was significant in favour of the metacognitive-inaction approach and the B2 level. In effect, the metacognition-inaction approach that caters for building students' profiles of themselves as learners, of listening as a process and of their task knowledge increases students' opportunities and readiness to learn how to listen effectively, critically and strategically and be more able to manage their learning opportunities.
The present research aimed at investigating the effect of vocabulary strategy training in developing writing quality among third year EFL majors at the Faculty of Education, Al-Azhar University. To fulfil the purpose of the research, the quasi-experimental method was adopted (pretest -posttest control group design). A vocabulary learning strategy questionnaire and a writing quality test with a scoring rubric were developed by the researcher for collecting the target data after assuring their validity and reliability. The participants, totalling (64), were randomly selected form the third year EFL majors at the Faculty of Education in Dakahlia, Al-Azhar University. They were assigned into two groups: An experimental group (N= 32) and a control one (N=32). The statistical analysis of the elicited data using independent samples t-tests revealed that there was a statistically significant difference between the mean scores attained by the experimental group and the control one underscoring the effectiveness of the explicit vocabulary strategy training in developing writing quality as the effect size was large (Cohen's d = 1.84). The research recommended utilizing vocabulary strategy training as a framework for developing students' writing quality and other language skills.
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