. (2024). A Generative Learning Strategy-Based Program to Develop EFL Vocabulary and Oral Performance Skills of Al-Azhar Secondary Stage Students. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 39(132), 407-447. doi: 10.21608/sec.2024.346865
. "A Generative Learning Strategy-Based Program to Develop EFL Vocabulary and Oral Performance Skills of Al-Azhar Secondary Stage Students". دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 39, 132, 2024, 407-447. doi: 10.21608/sec.2024.346865
. (2024). 'A Generative Learning Strategy-Based Program to Develop EFL Vocabulary and Oral Performance Skills of Al-Azhar Secondary Stage Students', دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 39(132), pp. 407-447. doi: 10.21608/sec.2024.346865
. A Generative Learning Strategy-Based Program to Develop EFL Vocabulary and Oral Performance Skills of Al-Azhar Secondary Stage Students. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 2024; 39(132): 407-447. doi: 10.21608/sec.2024.346865
A Generative Learning Strategy-Based Program to Develop EFL Vocabulary and Oral Performance Skills of Al-Azhar Secondary Stage Students
The current study was carried out to investigate the effectiveness of utilizing a generative learning strategy-based program in fostering the targeted EFL lexical and oral performance skills among Al-Azhar secondary stage students. To attain the purpose of the study, the Quasi-experimental method was adopted with its pretest-posttest control /experimental groups design. Participants of the study consisted of (N=50) EFL students enrolled in the first-year Al-Azhar secondary stage, El-Sharkia Institute for girls, El-Ibrahimiya Educational Directorate, Sharkia Governorate during the first semester of the academic year 2022/2023. They were chosen and divided into two groups: treatment group (n=25), and non-treatment group (n=25). An EFL oral performance questionnaire accompanied with a scoring rubric, a pre-post oral performance test (OPT) and a pre-post lexical skills test (LST) were used as instruments of the study. The targeted EFL lexical and oral performance skills for 1st year secondary school students were determined to be enhanced through the use of a checklist approved by a jury of specialists in teaching EFL. Results revealed that there was a statistically significant difference between the mean scores of the treatment group in the pre-and post-administrations in both EFL lexical and oral performance skills, favoring the post- administrations. The findings of the study also revealed that the program based on the generative learning strategy had a positive effect on developing the EFL first-year secondary stage students' lexical and oral performance skills.
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