The present study aimed at developing primary official language school pupils′ EFL speaking skills through the use of content and language integrated learning (CLIL). Participants of the study were 60 fifth year Defino primary official language school pupils at Fayoum governorate. They were divided into two groups; experimental and control 30 pupils each. The researcher prepared an EFL speaking skills test, an EFL speaking rubric, a motivation scale and a teacher's guide. Having pre administered the speaking skills test, the motivation scale and taught the experimental group using CLIL, the participants were post administered the same instruments. The results showed that the use of content and language integrated learning proved to be effective in developing primary official language school pupils′ EFL speaking skills and their motivation to learn. The study concluded with some recommendations and suggestions for the pupils, teachers and curriculum designers. Also, suggestions for further research were provided.
4th year Faculty of Education English majors' are taught academic as well as educational courses. One of the main aims of the learning process in faculty is to help learners to be autonomous ones because this will enable them to depend on themselves to update their information. So, many courses should be designed to develop learners' autonomy. The current study aims at investigating the relationships between the learning strategies 4th year Faculty of Education English majors' use and their autonomy. The participants of the study were 100 male and female students enrolled in the 4th year in Faculty of Education, والنفسية بوية الرت للعلوم الفيوم جامعة جملة 392) الثالث اجلزء (ابع الر العدد 3102 Fayoum University in the first semester of the academic year 2014-2015.The study instrument were a learning strategies questionnaire and learner autonomy questionnaire. Biserial correlation coefficient was used to deal with the study statistics. Results indicated that sophisticated strategies users showed a strong correlation coefficient in all autonomy components especially responsibility, reflection and activation of independent strategies. The study presents suggested some topics for further research in the light of the study results.
This study investigates the relationship between first year secondary stage students' oral performance and their productive classroom behavior. The study sample were 'sixty' first year secondary stage students at Azza Zidan Official Language School, Fayoum Governorate, Egypt. The study sample's oral performance was measured by an oral performance test; their productive classroom behavior was measured by using a productive classroom behavior scale. Both instruments were prepared by the researcher. Findings showed a statistically significant correlation between the scores obtained from the oral performance of all participants and the productive classroom behavior scale as a whole and with regard to its four dimensions. There was a direct correlation between the study sample's oral-performance (who obtained the highest scores) and the productive classroom behavior regarding the attention, discipline, and participation dimensions except for the turn-management dimension. Also, there was no significant correlation between the scores obtained from the administration of the study sample's oral performance (who obtained the lowest scores) and the productive classroom behavior scale regarding its four dimensions.
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