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PhD dissertation abstract
Topics: Composition Instruction, Free Composition, Guided Composition, Guided-free Composition, Responding...
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PhD dissertation abstract
Topics: Composition Instruction, Free Composition, Guided Composition, Guided-free Composition, Responding...
This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one covers the different definitions of learning disabilities to reach a consensus with respect to the meaning of this term. Chapter two discusses learning...
Topics: Communication Disorders, Communication Problems, Communication Strategies, Language Skills,...
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This book provides a multifaceted framework in which curricular content and methods of teaching, learning, and assessment are all tuned to adequately prepare students at the secondary school level and beyond for building a 21st century Egypt at no added cost, both during and after their formal education. This framework was developed in light of: (a) relationship between language and twenty-first century skills; (b) theoretical and experimental literature on twenty-first century skills and...
Topics: Whole Language Approach, Blending Face-to-Face and Online Discussions, Relationship between...
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Sep 16, 2016 Abdel Salam A. El-Koumy
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The aim of this book is to provide a compromise between past and present theories of language teaching and learning. The book is organized into six main parts. In the first part, the author highlights the strengths and weaknesses of both the skills-based approach and the whole-language approach. He then presents a theory that emphasizes the strengths of both and shares the weaknesses of neither. Part two consists of six chapters that are devoted to the integration of subsidiary skills with main...
Topics: Language Skills, English Instruction, Teaching Methods, Whole Language Approach, Writing Skills,...
Abdel Salam A. El-Koumy Favorites
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Sep 10, 2016 Abdel Salam A. El-Koumy
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Topic: Abdel Salam A. El-Koumy
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Sep 9, 2016 Abdel Salam A. El-Koumy
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Theory and research on techniques for second language classrooms are reviewed in five areas: the scaffolding technique; questioning techniques; cooperative learning; techniques for promoting student interaction with text (reading instruction); and error correction. It is concluded that: (1) while there is some conflicting evidence, the majority of studies reviewed support the notion that reciprocal teaching improves reading and listening skills and fosters positive student attitudes toward...
Topics: Classroom Communication, Classroom Environment, Cooperative Learning, Error Correction,...
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Sep 9, 2016 Abdel Salam A. El-Koumy
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This study tested the effectiveness of the cloze procedure, used aurally, to teach listening comprehension in English as a foreign language (EFL). Subjects were the classes of two teachers (n=74, n=75); one teacher taught using the aural cloze procedure, and the other taught using conventional listening instruction techniques. In aural cloze instruction, the teacher would read the cloze text aloud; at the end of sentence, students worked cooperatively in small groups to supply the deleted words...
Topics: Achievement Gains, Class Activities, Classroom Communication, Classroom Techniques, Cloze...
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The most commonly held view in the 1950s and 1960s was that the mother tongue was the prime or even the sole cause of a learner’s problems with the second or foreign language. This view was closely linked to the behaviorist learning theory which sees language learning as a process of habit formation and old habits as obstacles to learning new ones. Yet, in the 1970s a growing body of empirical studies showed that transfer from the mother tongue plays little or no role in second language...
Topics: Teaching English as a Foreign Language, Code-Switching, Code Mixing, Listening Comprehension,...
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This study aimed at investigating the effect of electronic dialogue journaling on Jordanian upper basic stage EFL students' writing performance. The study utilized a pretest-posttest control group experimental design. The subjects of the study consisted of fifty students enrolled in the Islamic Educational School during the first semester of the academic year 2007-2008. These subjects were  randomly assigned to an experimental group and a control group. Both groups were pre-tested before...
Topics: Experimental Groups, Control Groups, Program Effectiveness, Experimental Groups, Program...
The purpose of this study was to investigate the effects of homogeneous versus heterogeneous reading-style grouping on EFL students' non-preferred reading style and reading comprehension. The study used a pretest-posttest experimental design. The original subjects of the study (N=86) were Egyptian English major senior students during the 2005/2006 academic year. At the beginning of this academic year, the Analytic/Global Reading Styles Inventory (AGRSI) was administered to these subjects to...
Topics: Reading Comprehension, Cognitive Style, Brain Hemisphere, Reading Comprehension, Cognitive Style,...
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The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first year secondary school students in Menouf Secondary School for Boys at Menoufya Directorate of Education (Egypt) during the academic year 2006/2007. These subjects were divided into an experimental group and a control group. Both...
Topics: Feedback (Response), Experimental Groups, Control Groups, Checklists, Quasiexperimental Design,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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Higher education in Egypt has recently shifted towards the constructivist theory that involves students in the learning process in all of its aspects. Therefore, the need for self-assessment has grown to engage learners in constructing their own knowledge and developing their thinking skills to succeed academically and in life. In response to this need, the researcher conducted two experimental studies with English majors at Suez Canal University. The first study took place during the 2000/2001...
Topics: Constructivism (Learning), Majors (Students), Higher Education, Self Evaluation, Achievement Tests,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups using the same 20 reading passages, but used three different questioning strategies: student-generated questions; teacher provided questions; and...
Topics: Classroom Communication, Classroom Techniques, College Students, Questioning Techniques, Reading,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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A study investigated the relationship between reading and writing skills and their development in both native English-speakers (NES) and learners of English as a foreign language (EFL). Subjects were 150 NES students, English majors in American universities, and 150 EFL students enrolled in schools of education at four Egyptian universities. Data were gathered using standardized reading comprehension and writing tests designed for either native speakers or non-native speakers of English....
Topics: English (Second Language), Foreign Countries, Native Speakers, Reading Skills, Second Language...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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A study investigated the effect of dialogue journal writing on English-as-a-Foreign-Language (EFL) students' speaking skills. Subjects were 136 students enrolled in a history program at an Egyptian university, divided randomly into experimental and control groups. The experimental group received training in dialogue journal writing in addition to classroom English language instruction; the control group received only the language instruction. All students were pre- and posttested on English...
Topics: Classroom Techniques, College Instruction, Comparative Analysis, Dialog Journals, English (Second...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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This paper reviews the recent theoretical and empirical literature relevant to metacognition and reading comprehension. The first chapter presents a definition of metacognition and considers different types of metacognitive knowledge and the interaction among these types. The second chapter is concerned with the methods of teaching cognitive/metacognitive reading strategies. The third chapter deals with the instruments for assessing students' metacognitive knowledge. The last chapter presents...
Topics: Reading Comprehension, Reading Strategies, Metacognition, Reading Comprehension, Reading...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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A study investigated the effects of explicit versus implicit instruction in story grammar on the narrative writing skills of English-as-a-Foreign-Language (EFL) students at the university level. Subjects were 83 freshmen enrolled in English at the Faculty of Education at Suez Canal University (Egypt). The subjects were randomly assigned to explicit and implicit story grammar instruction conditions. In the explicit condition, students read, analyzed, and imitated 15 story examples; in the...
Topics: Classroom Techniques, College Instruction, Story Grammar, Writing Instruction, Writing Skills,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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The aim of this book is to provide a compromise between past and present theories of language teaching and learning. The book is organized into six main parts. In the first part, the author highlights the strengths and weaknesses of both the skills-based approach and the whole-language approach. He then presents a theory that emphasizes the strengths of both and shares the weaknesses of neither. Part two consists of six chapters that are devoted to the integration of subsidiary skills with main...
Topics: Language Skills, English Instruction, Teaching Methods, Whole Language Approach, Writing Skills,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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A study compared the effectiveness of three classroom methods for teaching semantic mapping to college-level learners of English as a foreign language (EFL). Subjects were 187 freshmen at an Egyptian university, randomly assigned to three treatment groups: teacher-initiated semantic mapping; student-mediated semantic mapping; and teacher-student interactive semantic mapping. Treatment was administered over 5 months in one session per week. Subjects were pre- and post-tested in reading...
Topics: Classroom Techniques, Cognitive Mapping, Reading Comprehension, Second Language Instruction,...
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The purpose of this study was to examine the differences in foreign language reading comprehension among high-, middle-, and low ambiguity tolerance students. The subjects for the study were 150 English-as-a-Foreign-Language (EFL) university students randomly drawn from all freshmen enrolled in the English section at four schools of education in Egypt. Data required by the study were obtained by using two measures: the MAT-50 (Morton, 1975) and a reading comprehension subtest of the Test of...
Topics: Learning Strategies, Psycholinguistics, Reading Comprehension, Second Language Instruction
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The purpose of this study is to compare the effects of overall, selective, and no error correction on the quality and quantity of English as a Foreign Language (EFL) students' writing. A total of 107 secondary school students in 3 classes participated in this study. These classes were randomly assigned to the three treatment conditions: overall error correction, where the teacher corrected all grammatical, mechanical, and organizational errors on each composition; selective error correction...
Topics: Comparative Analysis, English (Second Language), Error Analysis (Language), Error Correction,...
The purpose of this study was to determine the relative impact of skills-based and whole language approaches on the listening comprehension of English as a foreign language (EFL) students with low and high listening ability levels. The subjects for the study were 96 pretested EFL students, divided into two treatment groups for 15 weeks. In the skills-based group, listening was taught as a set of discrete skills. In the whole language group, students spoke, listened, and wrote to one another...
Topics: Basic Skills, Listening Comprehension, Listening Skills, Participant Observation, Listening Skills,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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This study investigated the effects of student self-assessment on English-as-a-Foreign-Language (EFL) students' knowledge achievement and academic thinking. Ninety-four college seniors from the Department of English at the School of Education at Suez University in Egypt participated in the study. They were randomly divided into two groups, an experimental group and a control group. In the experimental group, throughout the semester, students were asked to independently assess their own...
Topics: knowledge achievement, academic thinking, self assessment, English as a Foreign Language
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The main purpose of this study was to investigate the effect of the holistic approach, as compared to the segregated-skill approach, on the quantity and quality of EFL students' academic writing. The subjects for the study were 64 graduates enrolled in the Special Diploma in Education at the School of Education in Suez during the second semester of the 2001/2002 academic year. These subjects were randomly divided into two equal groups: an experimental group and a control group. At the beginning...
Topics: Holistic Approach, Writing skills, Educational Theories, Pretests Posttests, Teaching Methods
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A study investigated the effects of the Directed Reading Thinking Activity on Egyptian first-year secondary stage EFL students' referential and inferential reading comprehension. The study utilized a pretest-posttest control group experimental design. The subjects consisted of 72 first-year secondary students in Menouf Secondary School for Boys at Menoufya Directorate of Education (Egypt) during the academic year 2005/2006. These subjects were randomly assigned to an experimental group and a...
Topics: Reading Comprehension, Reading Instruction, Thinking Skills, English (Second Language), Inferences,...
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The purpose of this study was to investigate the effect of self assessment of writing processes versus products on the quality and quantity of EFL students' writing. The subjects for the study were 80 students enrolled in two classes in two general secondary schools in Menoufya School District during the 2001/2002 academic year. The two classes were randomly assigned to the two treatment conditions. In the process condition, each student assessed his writing processes in each session. In the...
Topics: Writing Processes, Writing (Composition), Self Evaluation, Writing Skills
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Sep 8, 2016 Abdel Salam A. El-Koumy
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The purpose of this paper is to review the theoretical and empirical literature relevant to language performance assessment. Following a definition of performance assessment, this paper considers: (1) theoretical assumptions underlying performance assessment; (2) purposes of performance assessment; (3) performance assessment procedures; (4) merits and demerits of performance assessment; (5) language performance assessment formats and research relevant to each format; (6) criteria for selecting...
Topics: Performance Based Assessment, Oral Language, Language Proficiency, Interviews, Language Tests,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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The purpose of this paper is to review the theoretical and empirical literature relevant to language performance assessment. Following a definition of performance assessment, this paper considers: (1) theoretical assumptions underlying performance assessment; (2) purposes of performance assessment; (3) performance assessment procedures; (4) merits and demerits of performance assessment; (5) language performance assessment formats and research relevant to each format; (6) criteria for selecting...
Topics: Performance Based Assessment, Oral Language, Language Proficiency, Interviews, Language Tests,...
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Sep 8, 2016 Abdel Salam A. El-Koumy
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Some educators and psychologists see competition as a cornerstone in the development of self-reliance and as a powerful motive in stimulating effort and productivity. Others see competition as a source of hostility, self-doubt and anxiety which in turn decrease learning outcomes. Similarly, some educators and psychologists see that cooperation can be a beneficial alternative to competition as it (the former) decreases prejudice and increases student motivation, interaction and achievement....
Topics: Cooperative Learning, Competitive Learning, Writing Skill, English as a Foreign Language
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Sep 8, 2016 Abdel Salam A. El-Koumy
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Some educators and psychologists see competition as a cornerstone in the development of self-reliance and as a powerful motive in stimulating effort and productivity. Others see competition as a source of hostility, self-doubt and anxiety which in turn decrease learning outcomes. Similarly, some educators and psychologists see that cooperation can be a beneficial alternative to competition as it (the former) decreases prejudice and increases student motivation, interaction and achievement....
Topics: Cooperative Learning, Competitive Learning, Writing Skill, English as a Foreign Language
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As language and culture are inseparably interwoven native speakers reflect their own culture in their speech and writing. For this reason, some language teaching theorists stress the need to teach the target culture to non-native speakers not only because the transmission of this culture breaks down isolation but also gives life and meaning to the foreign language. On the contrary, other language teaching theorists fear that learning the target culture may result in undermining the non-native...
Topics: Foreign Culture, Teaching Foreign Culture, English as a Foreign Lannguage