Search

This research study explores the potential of a pedagogical model of self-regulated learning supported with Artificial Intelligence (AI) chatbots to enhance self-expression and reflective writing skills for novice EFL student teachers at Faculty of Education, Assiut University. The study adopted a pre-post quasi-experimental design, that starts with the identification of the necessary self-expression and reflective writing skills for the target participants (50 fresh EFL student teachers at Assiut University who were purposively selected using a screening questionnaire based on their basic IT literacy skills). A pre-test was administered to assess their initial skill levels in self-expression and reflective writing. Then, an intervention was implemented in the form of a pedagogical model designed around the principles of self-regulated learning and situated language learning, which guided the use of AI chatbots (Bing, ChatGPT, and Google Bard). This model was initially piloted on a small sample (n = 10) of EFL student teachers to check validity and reliability and then experimented with the research participants for 8 weeks during the first semester of the academic year 2023/24. Following the intervention, a post-test was conducted to measure the participants' levels of self-expression and reflective writing skills after being exposed to the interventional model, aiming to identify any improvements gained from the intervention. The results indicated a positive effect with noticeable enhancements in the EFL student teachers' skills. This suggests the potential effectiveness of the model in fostering self-expression and reflective writing skills and developing EFL student teachers' general language proficiency and IT literacy. [This paper was published in "Academic Journal of Faculty of Education, Assiut University" v40 n9 p1-50 2024.]

The article presents a blended dialogic socio-constructivist pedagogy for language learning, emphasizing the importance of both individual and social aspects of learning. It argues that technology alone does not transform pedagogy; rather, it is the approach to technology that matters. The pedagogy combines personal freedom for reflection and individual assignments with social interactions like pair work and group discussions for collaborative knowledge construction. The progression from controlled, face-to-face activities to freer, online ones aids in consolidating new ideas and mastering language skills. The article supports its approach with literature on socio-constructivism, highlighting the synergy between individual constructivism and socio-culturalism. It draws on theories by Vygotsky and Piaget, advocating for a dialogic approach that extends learning beyond the classroom through web-mediated environments. This approach is particularly beneficial for English Language Learners (ELL), moving language learning from isolated mental functioning to real-world communication and fostering a participatory metaphor for language learning. The article concludes that blended learning, which combines web technologies with traditional pedagogies, is crucial for engaging learners in meaningful dialogue and practice.

Any research endeavour needs to conform with some endorsed research ethics, such as the BERA ethical guidelines for educational research (BERA, 2018). These ethical guidelines can be applied to many research stages and procedures, including dealing with human participants (e.g. getting consent and approvals), data collection and analysis, and using pseudonyms instead of real names in the research report itself. Drawing on British Educational Research Association (BERA, 2018) as an authoritative source in this regard, I will explore how these ethical guidelines apply to educational research in the Arab world, and how they might inform and shape research practices in the light of a chosen experimental research study in language learning (Al-Jarf, 2006) by discussing the key ethical issues and concerns evident in the study, and suggesting alternative ways when needed. This would develop a methodological understanding of the proper conduct of the research process, and hence contribute to the advancement of knowledge in the educational arena. To investigate ethical issues in this paper, focus will be on the following points considering to what extent the researcher considered them: the researcher's qualities and virtues (honesty, objectivity, clarity, etc.), her interaction with participants, tackling previous literature, and research procedures.

This study investigates the effectiveness of implementing a flipped classroom strategy/model in teaching a Computer-Assisted Language Learning (CALL) course to senior EFL student teachers. Characterized by pre-class online content delivery and in-person interactive activities, the flipped classroom strategy was explored in terms of its impact on students' acquisition and application of technological terms in language teaching/learning contexts. Using a quasi-experimental design, two randomly selected groups of senior EFL student teachers studying a CALL course at Assiut University underwent pre and post-tests to assess the influence of the flipped classroom on technological terms proficiency. The 100 participants were randomly assigned to an experimental group (n = 50) exposed to the flipped classroom model and a control group (n = 50) following traditional methods. Post-test results indicated superior performance in the experimental group, highlighting the positive influence of the flipped classroom. A questionnaire revealed favourable perceptions in the experimental group, emphasising its efficacy in enhancing engagement, motivation, autonomy, collaboration, and content comprehension within the CALL course. Additionally, semi-structured interviews with a subset of the experimental group (n = 15) identified specific benefits, including deeper engagement with CALL content, facilitated collaborative learning, and increased motivation and confidence in using technological terms. This study concludes that the flipped classroom is a promising strategy for senior EFL student teachers in the CALL course, offering practical implications and recommendations for its successful integration. [This paper was published in "Journal of Faculty of Education - Assiut University" v40 n2 p1-60 2024.]

This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 & 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through Google Forms and qualitative data from semi-structured interviews with 15 STEM English language instructors affiliated with many Egyptian universities, including Ain Shams University in Cairo, Zagazig University in Northern Egypt and Minia University (in Upper Egypt). The results reveal that both students and instructors perceive the STEM courses as beneficial for developing students' language skills, content knowledge and critical thinking abilities. However, they also face several challenges, such as insufficient time, resources and support, lack of alignment between the course objectives and the students' needs and expectations, and difficulties in integrating language and content. The study concludes with a suggested framework that includes some implications and recommendations for improving the quality and effectiveness of the STEM courses. [This paper was published in "Academic Journal of Faculty of Education" v39 n7 p1-42 Jul 2023.]

In a wind energy conversion system (WECS), changing the pitch angle of the wind turbine blades is a typical practice to regulate the electrical power generation in the full-load regime. Due to the turbulent nature of the wind and the large variations of the mean wind speed during the day, the rotary elements of the WECS are subjected to significant mechanical stresses and fatigue, resulting in conceivably mechanical failures and higher maintenance costs. Consequently, it is imperative to design a control system capable of handling continuous wind changes. In this work, Linear Parameter Varying (LPV) H_inf controller is used to cope with wind variations and turbulent winds with a turbulence intensity greater than 10%. The proposed controller is designed to regulate the rotational rotor speed and generator torque, thus, regulating the output power via pitch angle manipulations. In addition, a PI-Fuzzy control system is designed to be compared with the proposed control system. The closed-loop simulations of both controllers established the robustness and stability of the suggested LPV controller under large wind velocity variations, with minute power fluctuations compared to the PI-Fuzzy controller. The results show that in the presence of turbulent wind speed variations, the proposed LPV controller achieves improved transient and steady-state performance along with reduced mechanical loads in the above-rated wind speed region., Comment: 12 pages, 10 figures

We investigate a system of four nearest neighbour bidirectional coupled phase oscillators of dissimilar initial frequencies in a ring at the changeover into a synchronizing state. There are twenty four permutations upon assigning the initial frequencies to the oscillators. The local interaction between the adjacent coupled phase oscillators introduces details to the synchronization features. Therefore, for the four unalike local coupled oscillators, we classify all possible arrangements into three classes, where each class contains eight configurations. The synchronized state appears at the distinctive coupling when the oscillators transit to synchrony having noticeable characteristics for each class. Also, the unison behaviour emerges when a well-defined phase condition is developed. We utilize this conspicuous phase condition to obtain a mathematical expression predicting the distinguishing coupling for each class once the oscillators have a common frequency. The obtained expression is given in terms of the initial frequencies, at the minute the four local coupled phase oscillators attain the same frequency. The analytic formula of the critical coupling allows us to obtain expressions usable to determine the phase differences at the swop into a synchronization stage.

Computer-Assisted Language Learning (CALL) for 4th Year EFL Student Teachers is a complementary language teaching methodology course, with a specific focus on computer-assisted language learning approaches, methods, techniques and procedures as well as the computer-based tools, devices, applications and facilities that can be used to facilitate language learning. With the dominant use of computer and Internet technologies nowadays, it has become necessary that our teaching methodology courses should be updated accordingly; they should include insightful guidance into how to teach English as a foreign language with the aid of computers and the web -- including laptops, tablets, and smart phones. The potential to enhance English learning through technology in general and computer-based tools, applications, devices and facilities in particular, has become increasingly a hot topic today. Practically speaking, the ability to use, merge and integrate technology--including computer and web-based tools--into the classroom is a core skill for English language teachers in the 21st century. From a literacy perspective, English language teachers need to cope with learners' new literacy practices (e.g. social networking, composing messages on mobile phones, using WhatsApp in daily communication, sharing resources online, etc.) in order to properly reach them. If teachers do not consider these new literacy practices in their teaching, a literacy gap will appear. The course is the first CALL course offered at Faculty of Education, Assiut university based on the new bylaws and regulations introduced in the academic year 2017/18. It introduces pre-service English teachers to CALL with the aim of focusing on the 'how to' aspect of integrating computer-based technologies into English language teaching and learning contexts. It takes into consideration the dialogic relationship and the complex interaction between language learning content (i.e., reading, writing, speaking, listening, vocabulary and grammar), pedagogy and language instruction (e.g., communicative language teaching and task-based approaches), and technology (i.e., affordances and constraints of different technological tools) with an awareness of the social and linguistic implications. In addition, the course aims to develop a hybrid CALL practitioner, developer, researcher, and trainer in this field. Thus, this course addresses TESOL fundamental concepts, knowledge, skills, and attitudes that enhance pre-service teachers' technological competencies and promote their integration of Computer Assisted Language Learning (CALL) technology into English language-teaching settings and curriculum with confidence, knowledge, and practice. Therefore, the main goals of the course are represented in: (1) acquainting pre-service English language teachers with the foundational knowledge, competencies and skills in technology in general and computers and the Web in particular, for professional purposes; (2) developing pre-service EFL student teachers' theoretical understanding of the relationship between computers and the Web on one hand, and English language teaching/learning on the other; (3) expanding pre-service EFL student teachers' knowledge base in TESOL/TEFL to encompass new CALL theories, approaches, strategies, methods and techniques; (4) developing pre-service EFL student teachers' computer-based and language-related literacy practices; (5) exploring the possible application of computers and Web-based technologies in English language learning; (6) assisting pre-service EFL student teachers in using computer-based technologies and facilities in the classroom for a variety of language learning purposes; (7) integrating pedagogical knowledge and skills with technology to enhance language teaching and learning; and (8) applying technology and computer-based practices into instruction (e.g. record keeping, feedback, and assessment).

The general secondary stage in Egypt is a vital educational phase since it plays an essential role in developing students' thinking and learning styles to prepare them for life in general and higher education in particular. Accordingly, it has become urgent and persistent to develop secondary-stage students' critical thinking styles while acquainting them with self-learning skills that would facilitate lifelong learning to guarantee meaningful learning and active participation in public life. This will eventually qualify them to do their future careers, especially when it is connected with mastery of the English language, which has become a pre-requisite for many jobs in Egypt. Therefore, English language teaching (ELT) at the secondary stage should be given priority since language teachers can act as agents of change. The aim of ELT to secondary-school students is to equip them with the necessary language, thinking and study skills to communicate effectively and to understand spoken and written English competently. The current exam-oriented language learning/teaching mode dominant at the secondary stage does not allow for developing critical thinking and lifelong learning - new skills reinforced by "Hello for Secondary Schools", the currently used English Teaching Series. Therefore, the present study aims at proposing a framework based on ADKAR Change Management Model to improve secondary-stage students' learning and thinking styles by fostering their critical thinking and lifelong learning skills while learning English as a foreign language. This involves: (1) investigating the real thinking and lifelong language learning needs of secondary-stage students from expert teachers' perspectives (i.e. through conducting some structured interviews online with 20 secondary-stage expert teachers); (2) identifying the language-teaching competencies needed by secondary-school language teachers (i.e. through administering a questionnaire to 60 expert teachers); and (3) employing and triangulating the obtained data to fit them in within the pivots of ADKAR Model to reach a final framework based on empirical evidence. To reach these objectives, a qualitative survey research methodology was employed by triangulating both questionnaire and interview results to fit in within the proposed model. The study mainly suggests that in order for the secondary-stage language teachers to be effective agents of change, they have to lead a drastic change in teaching/learning methods and styles and managing students' learning inside the classroom by consistently implementing the phases proposed by ADKAR Model. The following are appended: (1) Structured Interviews for Identifying English Language Learning Needs at Egyptian Secondary Schools (Thinking & Lifelong Learning); (2) Secondary-Stage English Language Teachers' Needed Competencies Questionnaire in the Light of ADKAR Change Management Model; (3) Order of Teaching Competencies Based on Descending Means; and (4) Order of Competencies under Each Pivot Based on Participants' Views.

This paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers' awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology was employed for data collection and analysis to provide both contextual understanding and quantitative evidence. In particular, the following tools were used: (1) a semi-structured interview (a qualitative method) for identifying the particular language-learning needs of EFL student teachers at AUCOE and compiling a list of those needs; (2) a qualitative analysis of some online language materials based on the compiled list of needs to identify the authentic materials that can be used to meet EFL student teachers' language learning needs; (3) a questionnaire administered to EFL student teachers to investigate their awareness and use of online authentic language materials; and (4) a questionnaire administered to EFL student teachers to identify their language learning motivation level. Results reached a list of EFL student teachers' language learning needs, and a subsequent list of those authentic language materials available online which would meet those needs. Also, analysis of learners' responses to the Online Authentic Language Learning Questionnaire revealed that learners were aware of online authentic materials and use them frequently in their language study. Moreover, Pearson's Product Moment indicated a positive relationship between EFL student teachers' awareness and use of online authentic materials and their language learning motivation.

Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports, summaries, critical reviews, etc.). Moreover, writing is an important skill that prospective English language teachers need to develop during their pre-service education (training) programmes. This book aims at introducing the essay writing process to Egyptian EFL student teachers (2nd year), with special reference to Assiut University College of Education (AUCOE). This Writing II course to 2nd-year EFL student teachers complements--and builds on--the Writing I course studied in the previous year by fresh student teachers. It gradually takes student teachers further from the basic mechanical writing skills studied in Writing I at the sentence and paragraph writing levels, into the more advanced essay writing process. Thus, it aims mainly to foster EFL student teachers' essay writing skills, and help them to identify different ways, strategies and/or techniques used for writing a standard English essay (e.g. a comprehensive five-paragraph essay). In this regard, it provides many examples, samples and illustrations of how to write different types of essays, and how to use various techniques to develop paragraphs, and thus explore, reinforce and develop the main topic. More specifically, by the end of the course, EFL student teachers are expected to be able to: (1) Identify an English essay and its main components; (2) Write an English essay accurately and adequately; (3) Identify a topic paragraph in an essay; (4) Write a topic paragraph (and topic sentences or thesis) in an essay; (5) Identify different genres and types of essays; (6) Write different types of essays (e.g. expository, academic, descriptive, and narrative); (7) Practice essay writing skills (e.g. pre-writing strategies such as brainstorming and free writing; summarizing and skimming skills; developing ideas in paragraphs; providing sufficient/supporting details; drafting/redrafting; reflection and revision; electronic writing skills, etc.); and (8) Identify different genres of essays online (e.g. fiction and literature; factual and realistic pieces; functional products; expository essays; reflective diaries; and academic essays)

"Special education" has become a prominent field that needs some attention in pre-service teacher education programmes offered by educational and teacher training institutions (e.g. Egyptian colleges of education at university). Like normal students, students with special educational needs (e.g. physical and mental disabilities, learning difficulties, emotional disturbances, language and communication problems, etc.) have the right to learn and succeed like normal learners. Therefore, the main goal of this course is to acquaint EFL student teachers with the concept of special education, and hence the methods, strategies and/or techniques that can be used for teaching English as a foreign language to learners with specific learning disabilities/handicaps. According to the new college by-laws, this course is offered to both 3rd-year EFL student teachers (General English Programme) and senior (4th-year) EFL student teachers (Elementary-Education English Programme). Teaching of different language aspects/skills to students with special education needs are discussed. These include strategies and/or techniques used for teaching vocabulary, grammar, listening, speaking, reading and writing. Moreover, a focus is given to "Multiple Intelligences-Based Instruction" as a flexible learning-styles-based teaching framework that can be used in this context. All Course information in the initial pages of the book is based on new regulations (college bylaws, recently modified in 2013).

This article discusses educational design-based research (DBR) as an emerging paradigm/methodology in educational enquiry that can be used as a mixed-method, problem-oriented research framework, and thus can act as an alternative to other traditional paradigms/methodologies prominent within the Egyptian context of educational enquiry. DBR is often referred to as a long-term research endeavour and perhaps because of this is rarely employed in PhD studies. We therefore propose a version of DBR specifically for PhD studies using as an example of this a recent PhD study conducted at the Graduate School of Education, University of Exeter, UK based on the Egyptian context of Assiut University College of Education. Through a detailed comparison of DBR with some existing paradigms/methodologies, we provide a rationale for using it as a research framework with the two-fold purpose of developing learning theories and improving educational practice. We delineate DBR as an independent methodology by comparing it with other methodologies including experimental design and action research. To make DBR workable for PhD students, a version of DBR is suggested to guide future researchers into how to plan for employing DBR within their educational studies.

While the candidate teacher - or EFL student teacher - explains something (a linguistic concept, aspect, skill, etc.), his/her peers/colleagues should be writing notes to evaluate his/her performance. The checklist below is a means or tool that they can use to do this job appropriately and efficiently. The checklist is organised in a way that covers the essential language teaching elements, which include: (1) Personal traits and manner; (2) Classroom management; and (3) Teaching methods & techniques. The suggested rating scale allows the observers (i.e. teachers, colleagues, peers, other students teachers, etc.) to assess the teaching performance by giving a score to each criterion ranging from very poor to very good. The checklist also includes a comments section for writing down any further details, suggestions, reflections, etc. freely and when needed. These comments can be discussed later on with the supervisor after each microteaching or teaching practice session.

This book reports in detail on a research study that was conducted in Egypt. The main purpose of the study was to investigate the effect of using a Multiple Intelligences-Based Training Programme on developing first-year English majors' oral communication skills. Based on literature review and related studies, a list of 20 oral communication skills was prepared and submitted to a panel of jury members to select the most related skills to first-year English majors. The group of the study consisted of 30 first-year English majors. Tools of the study included: A training programme based on Gardner's MI Theory to develop the students' oral communication skills, and an oral communication pre-post test that was administered to the group of the study before and after their training. The MI-Based Training Programme was taught to students during a six-week period. Students' scores were gathered and analyzed from the students' recordings. T test and effect size formulas were used to measure the effect of the training programme on the student's oral performance. Results revealed that the programme had a great effect on the students' oral communication skills as there were statistically significant differences between the pre and post administration of the test. The study stated many recommendations and suggestions for further research.