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A study investigated the effectiveness of teaching formal grammar and grammatical structures on development of writing skills of learners of English as a Second Language (ESL), and examined possible differences between males and females in this regard. Subjects were 97 university ESL students, 48 males and 49 females enrolled in a school of education; two groups were formed, approximately matched in gender composition and English language skills. The experimental group (24 males and 22 females) received intensive grammar instruction for 12 weeks, during an ESL composition course. The control group (24 males and 27 females) was given only the composition instruction. Grammar and composition post-tests were administered to all participants. Results indicate the experimental group males and females performed better on grammar than control group males, but there was no significant difference between experimental group members and control group females. Significantly better writing test performance was found for experimental group subjects overall, but not between experimental group females and control group males or between experimental group males and experimental group females. (MSE)

The development and validation of a test of English-as-a-Second-Language (ESL) proficiency are described. The measure is a multiple-choice test based on translation of a literary text from English to Arabic and vice versa. Intended for rapid student placement, it is seen as overcoming most of the defects inherent in traditional translation tests. The development process is summarized, including text selection, preparation of items, pilot testing with 240 university ESL students, to generate distractors appropriate to ESL students, and item analysis based on an administration of the test's final form to 92 freshmen ESL students in Egypt. Analyses of test reliability and validity, and item analysis indicate that both English-to-Arabic and Arabic-to-English sections of the test provide good assessment of ESL learners' translation ability. The piloted test, final version, answer sheet and key for the latter, and a revised form are appended. These items are in both Arabic and English. (MSE)

A study investigated the English language proficiency of English-as-a-Second-Language (ESL) student teachers in five Egyptian university schools of education. Comparisons of language proficiency level were made between schools, and proficiency comparisons were made between teachers based on instructional level (first or second year) and sex. An English proficiency test was administered to 932 subjects (347 male, 585 female) ESL student teachers. Statistical analysis of the results revealed significant differences between the schools' student proficiency levels and between instructional levels. However, no significant differences were indicated between males and females. Interactions were found between school and instructional level, instructional level and sex, and all four variables. No interaction was found between school and sex. Based on the findings, it is recommended that steps be taken to improve the English preparation of ESL student teachers. Regional faculties of education are encouraged to select better qualified applicants and not practice open admissions. In addition, it is suggested that the ministry of education and university administration assure that courses offered to this population are adequate in both quantity and quality to produce the most proficient teachers. (Author/MSE)

A study investigated the levels of language proficiency and language anxiety of English-as-a-Second-Language (ESL) learners. The goals of the study were: (1) to determine the effect of gender differences and learner specialization on levels of English language anxiety; (2) to study the relationship between gender differences and academic specialization in language testing anxiety; (3) to discover whether ESL learners' language proficiency level is influenced by their language anxiety level; and (4) to investigate the relationship between ESL learners' language anxiety test scores and their language proficiency test scores. The Test Anxiety Inventory, Tanta University English Language Proficiency Test for College Freshmen, and the Tanta University English Language Proficiency Test of English Syntax were administered to 731 college ESL learners in Egypt. Research findings indicated significant differences between male ESL learners and female ESL learners. Results indicated a significant interaction between gender differences and specialization in language anxiety. ESL learners with high language anxiety levels tended to do poorly on language tests, whereas ESL learners with low language anxiety levels seemed to perform successfully on the language tests used. (36 references) (Author/DJD)

A study compared the English language proficiency levels of three groups of non-native English-speakers who teach English as a second language (ESL) in Egypt. The three groups were: (1) graduates of a department that was not an English department; (2) graduates of English departments; and (3) seniors in one Egyptian university's English department. Teacher variables considered were ESL teaching experience, sex, teaching group, general English proficiency, writing skills, and reading skills. Analysis revealed that group 3 outperformed the others in general English language and reading proficiency, group 2 outperformed the others in writing proficiency, and group 1 were ranked last in all three language areas. No effects were found for experience or sex. Based on these findings, it is recommended that all ESL teachers be required to have formal training, with schools of education assuring that prospective teachers have specific competencies in the language before being allowed to teach it. Thirty-two tables and 62 references are included, and three appendixes provide copies of the language skills and writing proficiency tests administered during the study as well as sample by failed candidates (in Arabic). (Author/MSE)

An experiment investigated the effectiveness of teaching grammar by deductive versus inductive methods in an intensive course in English as a second language. Additional student variables considered were general intelligence, verbal ability, cognitive ability, and sex. The subjects were 259 students in the Faculty of Education at Egypt's Tanta University. Data were gathered using three tests of English syntax, intelligence, and cognitive and verbal ability. Analysis of the results revealed no significant overall difference in effect between the two instructional approaches. However, differences were found related to level of intelligence, verbal ability, cognitive ability, and sex. Interactions between approach and general intelligence, verbal ability, and sex were not found, but there was a significant interaction between approach and cognitive ability. Based on these findings, it is recommended that grammar instruction not be limited to either approach but use both as the situation warrants. Ten tables and 41 references are included and a copy of the test of English syntax is appended. (MSE)