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.

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.

الدهاسي ، منال مسيفر حازم

القرني ، ندى سعد عبد الله

هدفت الدراسة الحالية الى قياس فاعلية استخدام المدخل متعدد الحواس في تعزيز تحصيل مفردات اللغة الانجليزية والاحتفاظ بها لدى طالبات المرحلة المتوسطة ذوات صعوبات التعلم . وتتلخص مشكلة الدراسة في السؤال الرئيسي التالي : ما فاعلية استخدام المدخل متعدد الحواس في تعزيز تحصيل مفردات اللغة الإنجليزية والاحتفاظ بها لدى طالبات المرحلة المتوسطة ذوات صعوبات تعلم اللغة الإنجليزية كلغة أجنبية ؟ اعتمدت الدراسة الحالية على المنهج التجريبي القائم على التصميم شبه التجريبي . واشتملت ادوات الدراسة على اختبار كاتل للذكاء . والاختبار التحصيلي لمفردات اللغة الإنجليزية (من إعداد الباحثة ) . وقد تم اختبار عينة الدراسة من مدرستين متوسطتين للبنات في مدينة الطائف هما : المتوسطة الرابعة والثلاثون والمتوسطة الخامسة والأربعون . و بالاعتماد على محكي التباين والاستبعاد ، تم تحديد الطالبات ذوات صعوبات التعلم اللواتي يمثلن عينة هذه الدراسة . ثم تم تقسيم العينة عشوائيين إلى مجموعتين : ضابطة مكونة من ( 10 ) طالبات تم تدريسهن بالطريقة التقليدية وتجريبية مكونة من (12 ) طالبة تم تدريسهن باستخدام المدخل متعدد الحواس . وقد خضعت المجموعتين للاختبار القبلي للتحقق من تكافؤهما . استمرت الدراسة لمدة ستة أسابيع خضعت الطالبات بعدها للتطبيق البعدي ثم للتطبيق المؤجل بعد مرور شهر على التطبيق البعدي . استخدمت الباحثة مجموعة من المعالجات الإحصائية ، باستخدام حزمة التحليلات الإحصائية في العلوم الإنسانية والاجتماعية SPSS ؛ تمثلت في الآتي : اختبار مان وتني " Mann_ Whitney U Test " ، Z التقريب الاعتدالي لمان ونتي ، حجم التأثير ( ES) المستخدم مع احصاء ويلكوكسن ، اختبار ويلكوكسن " Wilcoxon Signed Ranks Test " . و أظهرت نتائج الدراسة الأثر الإيجابي لاستخدام المدخل متعدد الحواس في التدريس على تحصيل مفردات اللغة الإنجليزية والاحتفاظ بها لدى الطالبات ذوات صعوبات التعلم . وفي ضوء نتائج الدراسة ، قدمت الباحثة مجموعة من التوصيات كان من أبرزها : استخدام المدخل متعدد الحواس في تعزيز اكتساب مفردات اللغة الإنجليزية والاحتفاظ بها لدى الطالبات ذوات صعوبات التعلم ، استخدام المدخل متعدد الحواس لتدريس مواد أخرى مثل العلوم والرياضيات ، عقد دورات تدريبية للمعلمات لتدريبهن على استخدام المدخل متعدد الحواس ، السعي لرفع مستوى الوعي في الدراس وفي المجتمع حول ذوي صعوبات التعلم , وتوجيه انتباه مصممي المناهج الى اثراء المناهج بالأنشطة التي تتطلب استخدام الحواس المختلفة معاً .

الشهري ، منى غرمان عبد الله

العتيبي ، مرام مسري عريمط

السواط، كريم عبيد الله مطر

The study aimed at investigating the effectiveness of using the transactional strategies instruction (TSI) in developing secondary stage good and poor readers' comprehension skills in English. The study adopted a quasi-experimental design: a pre/ post- test non- equivalent control group design to achieve its aims. The sample of the study consisted of 2nd secondary stage students from two high schools in Taif (N=68). The students were divided into two groups: experimental group (N=34) and control group (N=34). In order to determine good and poor readers in each group, the TOEFL Junior Standard Test reading comprehension section was administered to the whole subjects. The experimental group contained (13) good readers and (9) poor readers. On the other hand, the control group contained (10) good readers and (10) poor readers. The experimental group was taught by using transactional strategies instruction while the control group received regular instruction. A reading comprehension skills test was administered to the both groups before and after the experiment. The scores were analyzed by using Mann-Whitney U Test. The results indicated the positive effectiveness of using the transactional strategies instruction in developing secondary stage good and poor readers' comprehension skills in English. In the light of the results, the study provided some relevant recommendations and suggestions.

السواط، كريم عبيدالله مطر

The study aimed at investigating the effectiveness of using the transactional strategies instruction (TSI) in developing secondary stage good and poor readers' comprehension skills in English. The study adopted a quasi-experimental design: a pre/ post- test non- equivalent control group design to achieve its aims. The sample of the study consisted of 2nd secondary stage students from two high schools in Taif (N=68). The students were divided into two groups: experimental group (N=34) and control group (N=34). In order to determine good and poor readers in each group, the TOEFL Junior Standard Test reading comprehension section was administered to the whole subjects. The experimental group contained (13) good readers and (9) poor readers. On the other hand, the control group contained (10) good readers and (10) poor readers. The experimental group was taught by using transactional strategies instruction while the control group received regular instruction. A reading comprehension skills test was administered to the both groups before and after the experiment. The scores were analyzed by using Mann-Whitney U Test. The results indicated the positive effectiveness of using the transactional strategies instruction in developing secondary stage good and poor readers' comprehension skills in English. In the light of the results, the study provided some relevant recommendations and suggestions.

الحمياني ، وفاء علي حامد

The study aimed at exploring the obstacles of using E-learning in teaching English language from English language teachers' perspective at the intermediate stage. The study adopted the descriptive methodology. The questionnaire was used as an instrument to collect the required data. After confirming the validity and reliability of the study instrument, it was applied to the study sample which consisted of English language female teachers at the intermediate stage in Taif city (N=143).. A number of statistical approaches were used in the study such as Cronbach's alpha coefficient, Pearson's correlation coefficient, arithmetic means, standard deviations, independent samples, t-test and ANOVA Results showed that the grand mean of all obstacles of teachers‘ use of e-learning in teaching English language for intermediate stage female students in Taif from teachers‘ perspectives was (3.47) which was a (high) degree. All obstacles in the four domains (English teachers‘ related obstacle - students‘ related obstacles - technical and IT related obstacles -evaluation methods‘ related obstacles) were of a (high) degree and with means that ranged from (3.36) to (3.58). Teachers‘ related obstacles came first, evaluation methods came second, technical and IT related obstacles came third, and finally students‘ related obstacles came fourth . Moreover, there were statistically significant differences at the level of (0.05) in the means of the obstacles of teachers‘ use of e-learning in teaching English language for intermediate female pupils in Taif according to their qualification and experience in English language teaching whereas, there were no statistically significant differences at the level of (0.05) in the means of the obstacles of teachers‘ use of e-learning in teaching English language for intermediate female pupils in Taif according to the offices of education and to training courses in computer . Based on the results of the study, a number of recommendations and further research were suggested .

العتيبي، ساميه عواض خراس

The current study aimed at examining the relationship between selfregulated learning strategies and reading comprehension. The study adopted a correlative descriptive methodology. Two instruments were used to achieve the results of the study: first, a researcher-prepared reading comprehension test of the first three units of first secondary grade textbook and second, an adopted Motivated Strategies for Learning Questionnaire. After confirming the validity and reliability of the study instruments, they were applied to the study sample which consisted of first secondary grade students from two secondary schools in Taif (N = 100; male =55 & female = 45). A number of statistical approaches were used in the study such as Cronbach's alpha coefficient, arithmetic means, standard deviations, Pearson's correlation coefficient, independent samples, t-test and analysis of regression. The results revealed that there were significant positive correlations between some strategies and reading comprehension, there were diversity in degrees of students' self-regulated learning strategies, there were no statistical significant differences at level (α = 0.05) between the average of male and female students and finally self-regulated learning strategies could predict first secondary grade students' reading comprehension. In the light of the results of the study, the following recommendations and suggestions were offered: it is important to raise EFL students and teachers' awareness of the importance and effectiveness of using self-regulated learning strategies in EFL learning and teaching, EFL teachers should teach self-regulated strategies along with content so that students understand how to apply the strategies, EFL supervisors should design training programs that include self-regulated learning for EFL teachers, EFL curricula planners and designers should include self-regulated strategies in EFL textbooks and courses to enrich EFL students' learning, finally, other researchers should conduct experimental studies that deal with self-regulated learning to develop various language skills among students in different educational levels. Key Words: Self-regulated Learning Strategies, Reading Comprehension, First Secondary Grade EFL Students.