Professor of Curriculum and EFL Instruction Member of Supreme Council of Universities' Professors Promotion Committee , Egypt Author of a Number of Textbooks and Research Papers in TEFL
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pu... more The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning By Sara Albadawy Abdel-Naby Alashry Prof. Dr: Aly Abdel-Samea Qoura Abstract The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Keywords: frayer model, contextual redefinition strategy, vocabulary learning. Dr. Rehab Hamadtoh Abu-Alghait Gohar
Abstract
Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Stude... more Abstract Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Students By Asmaa medhat Mohamed El-sherbeny Prof. Dr. Aly Abdul-Samea Qoura Dr. Rehab Hamadtoh Gohar The present study aimed at investigating the impact of using CoRT program to develop secondary stage students' creative writing skills. The targeted creative writing sub- skills were (flexibility, fluency, accuracy, and originality) the study adopted the quasi-experimental design. Using 60 1st year secondary stage students divided into two groups: an experimental group received the CoRT program and a control group that was taught in the regular method. Instruments designed and used in the study were a creative writing test and a rubric for scoring the students' creative writing performance. The experimental treatment was conducted during the second semester of the academic year 2017-2018 the results showed that there was statistically significant difference between the control and experimental groups on both instruments in favor of the experimental group. In addition, there were statistically significant differences between pre-and post-administration of both instruments on the experimental group in favor of the post administration. The results indicate that The CoR
Using Eclectic Teaching Strategies to Develop English Speaking Skills Among EFL Preparatory Stage... more Using Eclectic Teaching Strategies to Develop English Speaking Skills Among EFL Preparatory Stage Students By Amany Eid El-Beltagy Dr. Aly A. Qoura ; Dr. Moataza M. Dadour ABSTRACT This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking skills of second year preparatory stage students. The researcher adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Three instruments were designed and applied in this study, namely a questionnaire to determine the appropriate speaking skills for the participants, a pre-post speaking test to measure the students' speaking skills, a rubric to score the students' performance in the speaking test. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking test and to measure the differences in their performance in each speaking sub-skill at (pronunciation, vocabulary, grammar, and fluency). The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking skills effectively.
The Effect of Eclectic Teaching Strategies on Enhancing English Speaking Confidence among EFL Pre... more The Effect of Eclectic Teaching Strategies on Enhancing English Speaking Confidence among EFL Preparatory Stage Students By Amany Eid El-Beltagy Dr. Aly A. Qoura ; Dr. Moataza M. Dadour ABSTRACT This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking confidence of second year preparatory stage students. This study adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Two instruments were designed and applied in this study, namely speaking confidence rubric to assess the students’ improvements in their speaking confidence, and an observation sheet to describe the students' speaking confidence. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking confidence observation sheet. The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking confidence.
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pu... more The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning By Sara Albadawy Abdel-Naby Alashry Prof. Dr: Aly Abdel-Samea Qoura Abstract The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pu... more The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning By Sara Albadawy Abdel-Naby Alashry Prof. Dr: Aly Abdel-Samea Qoura Abstract The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Keywords: frayer model, contextual redefinition strategy, vocabulary learning. Dr. Rehab Hamadtoh Abu-Alghait Gohar
Abstract
Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Stude... more Abstract Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Students By Asmaa medhat Mohamed El-sherbeny Prof. Dr. Aly Abdul-Samea Qoura Dr. Rehab Hamadtoh Gohar The present study aimed at investigating the impact of using CoRT program to develop secondary stage students' creative writing skills. The targeted creative writing sub- skills were (flexibility, fluency, accuracy, and originality) the study adopted the quasi-experimental design. Using 60 1st year secondary stage students divided into two groups: an experimental group received the CoRT program and a control group that was taught in the regular method. Instruments designed and used in the study were a creative writing test and a rubric for scoring the students' creative writing performance. The experimental treatment was conducted during the second semester of the academic year 2017-2018 the results showed that there was statistically significant difference between the control and experimental groups on both instruments in favor of the experimental group. In addition, there were statistically significant differences between pre-and post-administration of both instruments on the experimental group in favor of the post administration. The results indicate that The CoR
Using Eclectic Teaching Strategies to Develop English Speaking Skills Among EFL Preparatory Stage... more Using Eclectic Teaching Strategies to Develop English Speaking Skills Among EFL Preparatory Stage Students By Amany Eid El-Beltagy Dr. Aly A. Qoura ; Dr. Moataza M. Dadour ABSTRACT This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking skills of second year preparatory stage students. The researcher adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Three instruments were designed and applied in this study, namely a questionnaire to determine the appropriate speaking skills for the participants, a pre-post speaking test to measure the students' speaking skills, a rubric to score the students' performance in the speaking test. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking test and to measure the differences in their performance in each speaking sub-skill at (pronunciation, vocabulary, grammar, and fluency). The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking skills effectively.
The Effect of Eclectic Teaching Strategies on Enhancing English Speaking Confidence among EFL Pre... more The Effect of Eclectic Teaching Strategies on Enhancing English Speaking Confidence among EFL Preparatory Stage Students By Amany Eid El-Beltagy Dr. Aly A. Qoura ; Dr. Moataza M. Dadour ABSTRACT This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking confidence of second year preparatory stage students. This study adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Two instruments were designed and applied in this study, namely speaking confidence rubric to assess the students’ improvements in their speaking confidence, and an observation sheet to describe the students' speaking confidence. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking confidence observation sheet. The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking confidence.
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning
The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pu... more The Impact of Frayer Model and Contextual Redefinition strategy on Improving Preparatory Stage Pupils' Vocabulary Learning By Sara Albadawy Abdel-Naby Alashry Prof. Dr: Aly Abdel-Samea Qoura Abstract The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented. Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
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Papers by Aly Qoura
By
Sara Albadawy Abdel-Naby Alashry
Prof. Dr: Aly Abdel-Samea Qoura
Abstract
The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented.
Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
Dr. Rehab Hamadtoh Abu-Alghait Gohar
Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Students
By
Asmaa medhat Mohamed El-sherbeny
Prof. Dr. Aly Abdul-Samea Qoura Dr. Rehab Hamadtoh Gohar
The present study aimed at investigating the impact of using CoRT program to develop secondary stage students' creative writing skills. The targeted creative writing sub- skills were (flexibility, fluency, accuracy, and originality) the study adopted the quasi-experimental design. Using 60 1st year secondary stage students divided into two groups: an experimental group received the CoRT program and a control group that was taught in the regular method. Instruments designed and used in the study were a creative writing test and a rubric for scoring the students' creative writing performance. The experimental treatment was conducted during the second semester of the academic year 2017-2018 the results showed that there was statistically significant difference between the control and experimental groups on both instruments in favor of the experimental group. In addition, there were statistically significant differences between pre-and post-administration of both instruments on the experimental group in favor of the post administration. The results indicate that The CoR
By
Amany Eid El-Beltagy
Dr. Aly A. Qoura ; Dr. Moataza M. Dadour
ABSTRACT
This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking skills of second year preparatory stage students. The researcher adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Three instruments were designed and applied in this study, namely a questionnaire to determine the appropriate speaking skills for the participants, a pre-post speaking test to measure the students' speaking skills, a rubric to score the students' performance in the speaking test. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking test and to measure the differences in their performance in each speaking sub-skill at (pronunciation, vocabulary, grammar, and fluency). The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking skills effectively.
Key words: Speaking skills, Eclectic teaching strategies.
By
Amany Eid El-Beltagy
Dr. Aly A. Qoura ; Dr. Moataza M. Dadour
ABSTRACT
This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking confidence of second year preparatory stage students. This study adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Two instruments were designed and applied in this study, namely speaking confidence rubric to assess the students’ improvements in their speaking confidence, and an observation sheet to describe the students' speaking confidence. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking confidence observation sheet. The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking confidence.
Key words: Speaking Confidence, Eclectic teaching strategies.
By
Sara Albadawy Abdel-Naby Alashry
Prof. Dr: Aly Abdel-Samea Qoura
Abstract
The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented.
Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
By
Sara Albadawy Abdel-Naby Alashry
Prof. Dr: Aly Abdel-Samea Qoura
Abstract
The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented.
Keywords: frayer model, contextual redefinition strategy, vocabulary learning.
Dr. Rehab Hamadtoh Abu-Alghait Gohar
Using CoRT Based Program to Improve Creative writing Skills of EFL Secondary Stage Students
By
Asmaa medhat Mohamed El-sherbeny
Prof. Dr. Aly Abdul-Samea Qoura Dr. Rehab Hamadtoh Gohar
The present study aimed at investigating the impact of using CoRT program to develop secondary stage students' creative writing skills. The targeted creative writing sub- skills were (flexibility, fluency, accuracy, and originality) the study adopted the quasi-experimental design. Using 60 1st year secondary stage students divided into two groups: an experimental group received the CoRT program and a control group that was taught in the regular method. Instruments designed and used in the study were a creative writing test and a rubric for scoring the students' creative writing performance. The experimental treatment was conducted during the second semester of the academic year 2017-2018 the results showed that there was statistically significant difference between the control and experimental groups on both instruments in favor of the experimental group. In addition, there were statistically significant differences between pre-and post-administration of both instruments on the experimental group in favor of the post administration. The results indicate that The CoR
By
Amany Eid El-Beltagy
Dr. Aly A. Qoura ; Dr. Moataza M. Dadour
ABSTRACT
This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking skills of second year preparatory stage students. The researcher adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Three instruments were designed and applied in this study, namely a questionnaire to determine the appropriate speaking skills for the participants, a pre-post speaking test to measure the students' speaking skills, a rubric to score the students' performance in the speaking test. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking test and to measure the differences in their performance in each speaking sub-skill at (pronunciation, vocabulary, grammar, and fluency). The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking skills effectively.
Key words: Speaking skills, Eclectic teaching strategies.
By
Amany Eid El-Beltagy
Dr. Aly A. Qoura ; Dr. Moataza M. Dadour
ABSTRACT
This study aimed at investigating the effectiveness of using eclectic teaching strategies, namely (PAVES - Mind Mapping - Think-Pair-Share) on developing the EFL speaking confidence of second year preparatory stage students. This study adopted the Quasi-experimental design. The participants of the study were (33) students enrolled in the second year preparatory stage at Moaaz El-kasapy preparatory school in Damietta. They were selected randomly and were assigned as the research experiment group. The treatment was carried out in the first semester of academic year 2017/2018. Two instruments were designed and applied in this study, namely speaking confidence rubric to assess the students’ improvements in their speaking confidence, and an observation sheet to describe the students' speaking confidence. The data were analyzed statistically by using SPSS to measure the difference between the performance of the participants in the pre and post measurement in the speaking confidence observation sheet. The results of the study indicated that there were significant differences in participants' performance before and after applying the eclectic teaching strategies in favor of the post-performance. The study recommended that teachers can use the eclectic teaching strategies PAVES, Think-Pair-Share, and Mind Mapping in EFL to develop their students' speaking confidence.
Key words: Speaking Confidence, Eclectic teaching strategies.
By
Sara Albadawy Abdel-Naby Alashry
Prof. Dr: Aly Abdel-Samea Qoura
Abstract
The current study aimed at improving vocabulary learning of the preparatory stage pupils by using Frayer Model and Contextual Redefinition strategy. The study adopted a quasi-experimental design employing three groups (two experimental groups and a control group). One instrument was used which was a vocabulary learning test. The sample consisted of 75 pupils from second year preparatory school of Mahmoud Shehab Preparatory school, in Dakahlia Governorate, where 25 pupils represented the first experimental group, 25 pupils represented the second experimental group, and 25 pupils represented the control group. The Frayer Model was administered to the first experimental group and Contextual Redefinition strategy was administered to the second experimental group for six weeks. Results of the study revealed that there is a statistically significant difference between the mean scores of the two experimental groups and the control group in the post-test of the VLT. In addition, there is a statistically significant difference between the mean scores of the pre-test and post-test of the first experimental group and the second experimental group in the overall VLT in favor of the post-test. These results showed that Contextual Redefinition strategy had a positive effect on the pupils' vocabulary learning. Finally, a number of recommendations related to the use of Frayer Model and Contextual Redefinition strategy, vocabulary learning and teaching, and course design were presented.
Keywords: frayer model, contextual redefinition strategy, vocabulary learning.