Teaching Phonetics Using A Mobile-Based Application in an EFL Context

Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnair

Using Google Classroom in Enhancing Communicative Grammar Use and Attitudes of Non-English Specialized Post Graduates

This research integrates virtual language learning and the Communicative Language Teaching CLT approach for developing grammatical performance and attitudes towards English grammar use. It follows the one-group quasi-experimental design. Participants were randomly selected from the postgraduates General Diploma (41) at Hurghada Faculty of Education, Egypt. Instruments of the research included communicative grammar module through Google classroom application, communicative grammar test and a scale about the attitude towards English grammar use. It discussed how to design, instruct and assess a communicative grammar module by using Google Classroom virtual class. Results of the study showed a development in both the performance of participants’ use of English grammar as well as their positive attitudes towards grammar use. Following a one-group quasi-experimental design, the obtained results showed a development in participants’ grammar use (0.001) and also their positive attitudes (0.001) towards using grammar. Results also showed a strong correlation between the two variable; the coefficient scores were (0.779, 0.928 and 0.892) on Pearson, Kendall and Spearman coefficients respectively

Assessing Core Didactic Competencies of Pre-service English Language Teachers During Practicum: A European Perspective

This research discusses implementing a European document (European Portfolio of Student Teachers of Language EPOSTL) as a selfassessment tool. The research design experiments the European portfolio for pre-service language teachers (EPOSTL), which has been translated by the researcher and published by the Council of Europe. The portfolio is used with the aim of assessing the key teaching competencies of pre-service English language teachers during the teaching practice or the practicum. The paper examines key 5 descriptors of didactic competencies in the EPOSTL which are (Lesson planning- Conducting a lesson- classroom management- Independent learning- Assessment of learning). It highlights implementing the portfolios as means of assessing the competencies of language teachers in pre-service context. Instruments of the research include EPOSTL, teaching competence scale and portfolio assessment rubric. Results of implementing the portfolio on a sample of (N. 30) students at Hurghada Faculty of Education during their practicum (3 groups in 3 official language schools) are reported. The results indicate that using EPOSTL as a self-assessment tool has positive impacts on developing the five areas of the portfolio as measured by the Teaching Competencies Scale (TCS) designed by the researcher. The scale includes the main areas of the EPOSTL to be examined by the students while the fifth area "classroom management" was included as in the EPOSTL with "conducting a lesson" area. The recommendations include: implementing the electronic portfolios as self-assessment tools, the need for assessing didactic competencies using authentic assessment tools and designing valid and reliable tools of assessing the whole teaching practice or “practicum” of pre-service English language teachers

Integrating English for Academic Writing Virtual Lab Setting in Pre-Service Math and Science Teacher Education Programs

This research focuses on identifying the effect of integrating English for academic writing virtual lab setting in pre-service math and science teacher education programs. Four instruments were utilized in the different process of the research and the test was reported in the results. It utilized English for academic writing questionnaire to identify the academic writing skills needed for the participants, while a virtual academic writing module was used in the instruction of the target skills. English was utilized for the academic writing test and its rubric was used in the pre-post testing of the participants and their assessment. The participants were pre-service students (N=58) from math and science departments at Hurghada Faculty of Education, South Valley University, Egypt. Using a one-group quasi-experimental design, the research followed a pre and post testing procedure before and after applying the virtual academic writing lab. Results of the study were obtained quantitatively and qualitatively through the test of academic writing and the reflection sheet, respectively. Quantitative results showed that there were significant mean differences between participants' scores at level 0.05≥ in the pre and post testing procedure. These differences were in favor of the post testing of both basic academic writing concepts’ variable and academic writing skills variable (000), as well as the total score of participants’ academic writing (sig .002). Qualitative results also showed the positive attitudes of the participants and their satisfaction with the online module based on the feedback provided during the writing process. Recommendations of the research included integrating online virtual writing labs in pre-service math and science teachers’ education programs as well as integrating academic writing in their academic English courses

Teachers’ Perceptions about Language Learning Difficulties in English as a Foreign Language EFL Classes

The research aimed at verifying English language teachers' perceptions about English language learning difficulties in their classes. Using a descriptive analytical approach, it utilized a questionnaire which included (60) items which were divided over four parts; the first was about the basic concepts, the second was about the intervention techniques, the third included class barriers while the fourth was about class assessment techniques. The second instrument is an online reflection journal to record participants' views about language learning difficulties. The participants (N. 99) were English language teachers from different stages at The Red Sea Governorate in Egypt. Following a descriptive analytical research design, the research utilized the instruments to record the results and interpret them in the light of its hypotheses. Results showed that there was a strong correlation between participants' concepts over the four parts of the questionnaire (basic concepts, intervention techniques, class barriers and assessment techniques. Results also showed that there were significant mean differences between participant's scores in the four parts of the questionnaire favoring the concepts part. Recommendations of the research included integrating language learning difficulties modules in both pre-service and in-service teachers’ education and training programs as well as highlighting intervention techniques in EFL curricula as well as LD assessment procedures and techniques

Thesis

This thesis details the design and development of a new messaging system for use in the mobile space. This messaging system consists of one back-end server, an API, a proxy server, client components, and a website. Developing such a system for the mobile space is a challenge, however, due to the unique characteristics found in the mobile space. Solutions to overcome these challenges are derived from RESTful web services and cloud computing technologies. Furthermore, the HTTP and CoAP protocols are explored for use in this messaging system. Experiments are then conducted to derive the most optimal protocol. For the purposes of testing this messaging system, two adaptive application management features are developed and provided through the system to the mobile development community. The rst feature is GUI Menu Ordering, which allows developers to adapt their application menu's automatically depending on user usage. The second feature is Proficiency User Modeling, which allows developers to automatically con gure their applications depending on user use behavior style. Results show the successful development of an event messaging system. In terms of the protocols CoAP surpasses HTTP in terms of performance and data consumption. However, the addition of a required CoAP proxy server a ects performance and client/server data consumption. Thus CoAP becomes slower than HTTP, but consumes less data if only the client data is measured. Furthermore, results show that if encryption is used there is an a ect. CoAP with encryption remains faster than HTTPS, even with a CoAP proxy server

Colonization of exopolysaccharide-producing Paenibacillus polymyxa on peanut roots for enhancing resistance against crown rot disease

The effect of Paenibacillus polymyxa (syn. Bacillus polymyxa) which produces an exopolysaccharide (EPS) on control of crown rot disease caused by Apergillus niger of peanut was investigated. In an invitro assay, two strains of P. polymyxa (B5 and B6) were tested against A. niger. Both strains showed inhibitory effect against A. niger. Growth, protein and biopolymers production of bacteria were evaluated. The biopolymers were purified with several precipitation steps using ethanol and cetyltrimethyl-ammonium bromide. Carbohydrate analysis using various color reactions, infrared spectroscopy, and high performance liquid chromatography (HPLC) revealed that the biopolymer is ahomopolysaccharide, which is consisting of various sugars such as glucose, galactose, mannose and xylose. When these strains of P. polymyxa were applied to seed and sowed in soil infested with A.niger, they significantly suppressed crown rot disease development and decreased survival of the A. niger pathogen. Over a period of 60 days, the population of bacteria was greatly increased. The bacterium colonized plant roots and were able to migrate downward with the root as it elongated. Scanning electron microscopic analysis of one month plants from seeds previously inoculated with P.polymyxa revealed dense colonization on the roots. Moreover, significant increases in activities of plant defense enzymes include -1,3-glucanase and chitinase were recorded in treated roots compared with untreated. In vivo, two trials were conducted in 2005 and 2006 seasons to define the effect of bacterium treatment on crown rot disease control and pod yield. Plants grown from peanut seeds previously treated with P. polymyxa displayed significant resistance to the crown rot disease triggered by A. niger. Coating seeds with bacterium decreased infection by A. niger, Aspergillus counts in the rhizosphere, pods and seeds as well as increased root colonization with bacteria. The yield of  bacterium-treated peanut plants was significantly higher than untreated control plants. These results showed that P.polymyxa is potentially a biocontrol agent for use in controlling of A. niger in roots and seeds of peanut plants