الحارثي، رائد حسن

Mother tongue and teaching a foreign language have been a rich point of debates for decades. The present study investigated the attitudes of EFL students toward using Arabic inside English language classrooms. This study took pale in three schools in Taif district. (80) secondary school students and (26) teachers have participated in this study. The researcher used two different questionnaires, one for the EFL students and the other for the English language teachers. These questionnaires were distributed in classrooms during school day. Teachers questionnaires were distributed in teachers' free time. They were collected and then analyzed and the scales were coded. Then, all the data were analyzed via SPSS program. The results showed that secondary school students have positive attitudes towards using Arabic, but the amount and the need for using Arabic decreases according to the students levels. Also, the usage of Arabic language facilitates both learning and teaching processes of English language in the context of this research. Moreover, Arabic forms a useful strategy for the teachers concerning accurateness in delivering the information, and classroom time management. It have been concluded that, Arabic should not be permitted totally in EFL classroom, especially in the beginner classrooms. Teachers must manage the use of L 1 in EFL classrooms. Accordingly, this research suggests some further researches such as to trace the effectiveness of some learning and teaching strategies in using mother tongue in EFL classrooms.

الوقداني ، عايشه عبدالله عبيد

الوقداني ، عائشة عبد الله عبيد

In Saudi Arabia, it has been observed that EFL students’ skills in reading and in listening could use some improvement. At the same time, there are studies which show that students use of metacognitive strategies involving approaches such as planning, monitoring, and evaluating can have a positive effect on improving learning these skills as seen in students’ results. Metacognition is briefly the perception of one's cognitive processes. This study aims at exploring the contribution of students’ metacognitive strategies awareness and the role it plays in EFL listening and reading achievement for Saudi students. The sample of this study included (679) male and female Saudi college–level students studying English as a foreign language in the EFL section of the Preparatory Year Program at Taif University, in Saudi Arabia, where they study language skills such as reading, writing, listening and speaking for 12 hours weekly over two academic semesters. Five research hypotheses were addressed in this study to examine whether: (1) the use of metacognitive strategies can predict students` listening achievement, (2) the use of metacognitive strategies can predict students` reading achievement, (3) there are statistical differences between males and females in the use of metacognitive strategies in favor of males, (4) there are statistical differences in achievement between males and females in listening and reading, and (5) there are statistical differences between the Health Stream students, the Science Stream students and the Humanities Stream students in metacognitive strategy use and its factors. Students were asked to answer questions on the 7-point Likert-scale metacognitive strategies questionnaire. One-way ANOVA, multiple regression, t-test and Pearson coefficient correlations were used to analyze the data. The results showed that metacognitive strategies contributed to the achievement in listening by 50.1% and to the achievement in reading by 23.2%. Gender differences favoring male students were evident in most analyses conducted in the current study. Significant statistical differences were found favoring male students in overall metacognitive strategies use, listening and reading achievement in the Humanities Stream, and reading achievement in the Science Stream. There were also significant statistical differences in the emotional interest, deep understanding, orderliness/systematic approach and total score between the Health and Humanities Streams in favor of the Health Stream. Also, there were significant differences between the Science and Humanities Streams in the deep understanding and the total score in favor of the Science Stream

السبيعي ، مزنه سعد عبدالله

Mechanism of dissolution of calcium oxalate monohydrate (COM) crystals was studied as IN vitro in the absence and presence an additive different marine algae of sargassum (SA), Ulva lactuca (UL) and Ulva sp at 37°c, I=0.15 mol dm¯³ and PH=6.5 the results shoued that at concentrations as low as 10¯⁶ mol dm¯³ for each additive markedly reduce in dissolution rate of COM crystals. As the concentration of additive increase, the active sites on COM crystal surface are blocked through adsorption and the rate of dissolution of crystals decreased. This confirmed from the order of reaction (n=2), the value of activation energy, 7.18 Kcal / mol, and the validity of applying Langmuir- isotherm. The values of affinity constants in the presence of SA, UL and EN were found to be : 7.1,5.9 and 4.57 ×10⁵ dm³ mol¯¹ respectively. The values (Kl) reflect the high adsorption at the same value of relative degree of under-saturation (σ = 0.09), and the order of inhibition was: SA >UL >US. The values of ΔG supported this order of inhibition of these additives. From the study, the anionic part of the additive molecule adsorbs onto Ca²˖ active sites on the surface of COM crystals through electrostatic attraction. The molecular weight, molecular geometry, hydrophilicity and structure of the extracts molecules were found to be the important factors affecting on the efficiency of the them

السبيعي، مزنه سعد عبدالله

Mechanism of dissolution of calcium oxalate monohydrate (COM) crystals was studied as IN vitro in the absence and presence an additive different marine algae of sargassum (SA), Ulva lactuca (UL) and Ulva sp at 37ºC, I=0.15 mol dm-3 and PH=6.5 the results shoued that at concentrations as low as 10-6 mol dm-3 for each additive markedly reduce in dissolution rate of COM crystals. As the concentration of additive increase, the active sites on COM crystal surface are blocked through adsorption and the rate of dissolution of crystals decreased. This confirmed from the order of reaction (n=2), the value of activation energy, 7.18 Kcal / mol, and the validity of applying Langmuir- isotherm. The values of affinity constants in the presence of SA, UL and EN were found to be : 7.1,5.9 and 4.57 ×105 dm3 mol-1 respectively. The values (Kl) reflect the high adsorption at the same value of relative degree of under-saturation (σ = 0.09), and the order of inhibition was: SA >UL >US. The values of ΔG supported this order of inhibition of these additives. From the study, the anionic part of the additive molecule adsorbs onto Ca2+ active sites on the surface of COM crystals through electrostatic attraction. The molecular weight, molecular geometry, hydrophilicity and structure of the extracts molecules were found to be the important factors affecting on the efficiency of the them. Keywords : Calcium oxalate dissolution marine algae an Additive Adsorption inhibition

العرابي ، شذا عبد الله عبيد الله

الكاملي ، هديل محمد صلح عبد الغني

Writing in general, second language writing in particular, can be an obstacle for some students. The reason why writing can be hard to learn is that writers face many challenges the moment they start writing. The challenges could be from gathering the ideas to be written planning of the outline, focusing on sentence structure, choosing the appropriate expressions and also making sure of the organization. Moreover, these challenges can cause students to have negative attitudes towards writing ., Previous studies suggest that using writing strategies can help student control the writing process which have a positive effect on their writing achievement and their attitudes towards writing. The strategy of mind mapping is used as a pre-writing strategy to help writers visualize the structure of their writing. However, the researcher proposes using mind mapping strategy not only to organize ideas, but also to organize grammatical and linguistic knowledge. This study investigates the effect of using this mind mapping strategy as a pre-writing strategy to enhance female language learners’ writing achievement and their attitudes towards writing in English at Taif University, Saudi Arabia. In a quasi-experimental design, a mixed methods approach was adopted by collecting quantitative and qualitative data. The study population is 128 students in an experimental group (n1= 57) and a control group (n2=71). The former received the treatment of instruction using mind mapping strategy and the latter received traditional instruction. The objectives of this study are first, to identify any differences between the mean scores of the experimental group and the control group on post-tests of writing attitudes and writing achievement; second, to identify differences between the mean scores of the pre- and post-tests of writing attitudes and writing achievement for the experimental group; third, to explore students' views concerning difficulties to write in English. fourth, to identify the strategies they used to overcome these difficulties; fifth, to investigate if students thought that mind mapping helped them write better and, if so, how. The researcher prepared a test to measure the writing achievement of female first-year EFL students, and a questionnaire by Sturm (1996) to measure writing attitudes. An interview was conducted with a focus group from the experimental group to achieve the third ,fourth and fifth objectives.. Independent samples and paired sample t-tests were performed to quantitively analyze data from the writing achievement test and the writing attitudes questionnaire. Data collected from the interview were qualitatively analyzed. The finding of the current study are first, there exists differences between the mean scores of the experimental and the control group on the post-tests of the students` writing achievement and writing attitudes, in favor of the experimental group; second there exists significant differences between the mean scores of the experimental group’s pre- and post-tests in writing achievement and writing attitudes, in favor of the post-test; third, students’ difficulties to write in English include lack of vocabulary , organization, spelling and grammar; fourth, students are accustomed to memorizing , practicing, and self-correcting, which indicates they are not used to planning their writing finally, students also positively perceived the strategy of mind mapping and thought it helped them to better write in English.

القحطاني ، أحلام سعيد

The current study aimed at investigating the effectiveness of Collaborative Strategic Reading Strategy in developing reading comprehension skills of secondary stage English language learners. The study adopted a quasi-experimental design employing two groups (experimental and control). The design included an independent variable (CSR Strategy) and a dependent variable (reading comprehension skills) which was measured by reading comprehension test designed by the researcher. The sample of the study consisted of 1st grade Secondary student from two secondary schools in Taif (N=49). The students were divided into two groups experimental and control. The experimental group (N=24) was taught the reading comprehension texts of Flying High 2 book through CSR Strategy. The control group (N=25) was taught the same texts through the traditional method. In order to process the results of the study groups statistically, the researcher used the computerized program: Statistical Product and Service Solutions (SPSS). Mann-Whitney U Test, normal distribution Z, and effect size of Mann-Whitney U Test were used in this study. Results revealed that CSR Strategy had a positive effect on the learners' reading comprehension. In light of the study results, the researcher recommended the following: using CSR Strategy for developing reading comprehension skills of English language learners; using CSR Strategy for teaching students in a cooperative class and encourage them to work in groups, training EFL teachers on how to apply CSR Strategy, and drawing the attention of curriculum designers to enrich teacher's guide books with information and advice about how to apply CSR Strategy on reading classes.

الغامدي، سامي محمد حسن

The present study aimed at investigating the effectiveness of teaching a suggested unit based on enrichment activities on developing achievement in English language of secondary stage students. It was based on a quasi experimental design (experimental / control) to find out the effectiveness of using enrichment activities on developing achievement in English language. The study included one independent variable which was the effectiveness of teaching a suggested unit based on enrichment activities and one dependent variable which was developing achievement in English language. The sample of the study was (N = 46) from the third secondary grade students. The experimental group was (N= 23) who were taught the unit through enrichment activities. The control group was ( N= 23 ) who were taught the unit through traditional method. The following instruments were used to achieve the questions of the study: questionnaire to determine the most suitable enrichment activities for 3rd secondary stage students, and achievement test. The t-test was used to determine the statistical differences between the mean scores of the two groups. The findings of the study indicated that using enrichment activities had positive effectiveness on developing achievement in English language for the third secondary stage students. The study concluded with some recommendations and pedagogical implications that might help in improving students’ achievement levels. Further research was suggested in relation to developing and using appropriate enrichment activities for each stage of the general education in Saudi Arabia.

القرشي، نهى عطيه عبدالرحيم

The present study aimed at investigating the effectiveness of jigsaw strategy in developing oral communication skills of elementary stage female students. The study adopted the quasi experimental design employing two groups (experimental and control). The design included an independent variable (jigsaw strategy) and a dependent variable (oral communication skills) which were measured by the oral communication skills test. The sample of the study consisted of 6th elementary stage students from elementary school in Taif (N=60). The students were divided into two groups experimental and control. The experimental group (N=30) was taught four units of English language book of 6th grade through jigsaw strategy. The control group (N=30) was taught the same content through normal method. The two groups' scores were analyzed using T-test. Results revealed that jigsaw strategy had a positive effect on the learners' oral communication skills except one skill which was participating in role play. In the light ofthe study results, some pedagogical recommendationsand suggestions for further research were proposed.

الحارثي، محمد عواض وتيد

The current study aimed at investigating the effectiveness of reading workshops in developing 3rd grade middle stage students' EFL reading comprehension skills. The study adopted a quasi-experimental design (experimental / control) to study the effectiveness of reading workshops in developing reading comprehension skills. The study included one independent variable which was the reading workshops and one dependent variable which was EFL reading comprehension skills. The sample of the study consisted of (N = 53) from the third intermediate grade students. The experimental group consisted of (N= 27) which was taught reading texts through reading workshops. The control group consisted of (N= 26) which was taught reading texts through the normal method. The instruments used to answer the questions of the study were a checklist to determine the most suitable reading comprehension skills for 3rd intermediate grade students and a reading comprehension skills test. The t-test was used to determine the statistical differences between the mean scores of the two groups. The result of the study indicated a positive effectiveness of reading workshops in developing reading comprehension skills for the 3rd intermediate grade students.

الزهراني، محمد عبدالله عطيه

The current study aimed at investigating the effectiveness of teaching a unit based on learning circles on developing reading comprehension skills of intermediate stage students. The study adopted a quasi experimental design (experimental / control) to study the effectiveness of using 5Es learning circle strategy on developing reading comprehension skills. The study included one independent variable which was the effectiveness of teaching a unit based on learning circles and one dependent variable which was developing reading comprehension skills. The sample of the study consisted of (N = 59) from the second intermediate grade students. The experimental group consisted of (N= 30) which was taught reading texts through 5Es learning circle. The control group consisted of (N= 29) which was taught reading texts through traditional method. The following instruments were used to achieve the questions of the study: a checklist of reading comprehension skills, a questionnaire to determine the required reading comprehension skills for 2nd intermediate grade students, and reading comprehension skills test. The t-test is used to determine the statistical differences between the mean scores of two groups. The current study indicated the positive effectiveness of using 5Es learning circle on developing reading comprehension skills for the second intermediate grade students. The following recommendations were offered: The study reached to the required fifteen reading comprehension skills for 2nd intermediate grade students. The study recommends to take into consideration these skills when curricula were designed, Encouraging English supervisors and teachers for using the current strategy in teaching that make students sharing and activating their thinking and abilities,Training English teachers for using 5Es learning circle in their teaching, and Adapting 5Es learning circle in teaching reading comprehension skills in all educational stages.

الماضي ، نورة مشاري حمد

This study aimed at investigating the effectiveness of using blended learning on developing speaking skills and attitudes toward English language among secondary stage female students in Taif, Saudi Arabia. The study adopted the quasi-experimental design: a pre/posttest non-equivalent control group design. The study sample consisted of (60) female students divided into two groups: the experimental group (N=30) and the control group (N=30). The study tools included an oral speaking test to measure the student’s speaking skills, and an attitude scale to measure the student’s attitude toward learning English language. The test was designed based on a list of speaking skills required for first grade secondary stage students. A rubric for assessing the students' oral performance was constructed and used to assess the students' performance before and after implementing the treatment. After confirming the validity and reliability of the study instruments, they were applied to the study sample. A number of statistical approaches including Pearson's correlation coefficient, Cronbach's alpha coefficient, independent samples t-test, and MANOVA were used. Based on the analysis of the study results, the study concluded that using blended learning as a method of teaching improved students’ speaking skills and attitudes towards English language. There were statistically significant differences at (α≤ 0.05) between the mean scores of the experimental group and the control group in the post speaking skills test (pronunciation, comprehension, fluency, grammar, vocabulary) in favor of the experimental group. Besides, there were statistically significant differences at (α≤ 0.05) between the mean scores of the experimental group and the control group in the post application of the attitudes scale toward learning English language in favor of the experimental group. Based on the study results, the most important recommendations were: English language teachers are advised to implement blended learning in the English language lessons to develop the student’s performance, taking into consideration the students' different learning styles. Curriculum designers must consider the nature of blended learning, and design a curriculum with models of different techniques and activities. The Effectiveness of Using Blended Learning on Developing Speaking Skills and Attitudes towards English Language among Secondary Stage Female Students

العصيمي ، بشاير جزاء حسن

الزهراني، عبدالله خضر محمد

The present study investigated the effectiveness of using drama activities in teaching some units of EFL course on developing language proficiency and on decreasing anxiety level of first grade intermediate students. The study adopted a quasi-experimental design (experimental/control) groups. It included one independent variable i.e. drama activities and two dependent variables i.e. developing language proficiency and decreasing the anxiety level. The sample of the study included first intermediate grade students (N = 48). The experimental group consisted of twenty three students who were taught the units using drama activities. The control group consisted of twenty five students who were taught the units using the normal method. An achievement test was used to assess the student's language proficiency. A scale measured the level of anxiety among students. Based on t-test, the statistical processing of the mean scores of the two groups indicate positive effects of drama activities on developing language proficiency and on decreasing the anxiety level for the 1st grade intermediate students. Therefore, it can be concluded that drama activities can facilitate teaching EFL units. Moreover, they encourage students' involvement and participation in addition to activating their thinking and abilities.