The Effectiveness of a Program Based on the Modified* Sheltered Instruction Observation Protocol Model (SIOP) in Developing Teaching performance of Teachers of English

Abstract

The present study aimed at investigating the effect of multimodal program in developing classroom oral presentation skills of second year English majors. A quasi-experimental design was used on the voluntary basis of choosing the groups of the study, which consisted of thirty student-teachers in the treatment group and thirty student-teachers in the non-treatment group from among second year English majors at the Faculty of Education, Assiut University. The treatment group was trained through the multi-modal program, while the non-treatment group did not receive such training. The researcher developed and used the following tools: a multi-modal program including a Teacher' Guide Book and a Student's Handbook, a pre-post rubric for assessing classroom oral presentation skills; and a pre-post oral presentation test. The experiment lasted for one academic semester, four hours a week. Paired t-test statistics was used to measure the difference between mean scores of the treatment and nontreatment group in the post application of the study tools. Results revealed that the Multi-modal program was effective in developing second year English majors' classroom oral presentation skills. Discussion of these findings, recommendations and suggestions for future research are presented.* .Professor emerita of curricula and methods of teaching English, Faculty of Education, Minia University. .