000			05483namaa22004211i 4500
003			OSt
005			20250223033247.0
008			240609s2023 |||a|||f |m|| 000 0 eng d
040			_aEG-GICUC _beng _cEG-GICUC _dEG-GICUC _erda
041	0		_aeng _beng _dara
049			_aDeposit
082	0	4	_a420
092			_a420 _221
097			_aPh.D
099			_aCai01 02 12 Ph.D 2023 No.E
100	0		_aNoha Sobhy Mohammad Ghoneam, _epreparation.
245	1	0	_aThe Effect of Applying the Toulmin Model on Developing Egyptian EFL Learners' Speaking Argumentative Skills and Critical Thinking Abilities / _cBy Noha Sobhy Mohammad Ghoneam; Under the supervision of Dr. Amani Badawy, Dr. Randa Anwar
246	1	5	_aتأثير ترجمة الأفلام على تقوية الفهم السمعى لمتعلمي اللغة الإنجليزية كلغة أجنبية /
264		0	_c2023.
300			_a252 pages : _billustrations ; _c25 cm. + _eCD.
336			_atext _2rda content
337			_aUnmediated _2rdamedia
338			_avolume _2rdacarrier
502			_aThesis (Ph.D)-Cairo University, 2023.
504			_aBibliography: pages 133-149.
520			_aThis study attempted to examine the extent to which training in the use of the Toulmin model of argument (TMA) helped students produce sound oral arguments in Egyptian EFL classrooms. Furthermore, this research focused on developing lesson plans to foster Egyptian EFL students' argumentation skills and critical thinking abilities. It also assessed the learners‟ attitudes towards implementing the TMA in their speaking classes. The study was carried out in two parts. Through two cyclic iterations of the design-based research (DBR) process in Phase 1, the TMA-based lesson plans were developed to enhance argumentation skills and critical thinking abilities through pedagogical strategies employing debate activities. In terms of Phase 2, which comprised the implementation of the lesson plans, the pretest-posttests control group design was employed for the intervention stage, with participants being divided into experimental (EG) and control groups (CG). The participants were 80 students from the Department of English Language and Literature, Faculty of Arts, Menoufia University who voluntarily participated in this study. Both groups were given a pretest before the experiment in which they were required to present arguments while debating, followed by a posttest after the ten weeks of treatment administration. Two rubrics were used by two raters and the researcher to score the speech arguments of the participants in the pre-and posttests on the target features. The attitudes of the learners towards implementing the TMA in their speaking classes were assessed through a questionnaire. The results of the data analysis revealed that, in comparison to the pretest, the argumentative speeches from the posttest featured more rich and sophisticated reasoning. In terms of argumentation skills and critical thinking ability, the experimental group outperformed the control group significantly. This demonstrates that teaching the TMA enhanced learners' understanding of the function and application of the argumentation elements. Furthermore, the questionnaires showed that the participants considered the training of the Toulmin elements beneficial in improving the way they expressed their viewpoints while debating. Most importantly, this dissertation developed several pedagogical implications to guide teaching argumentation skills using the TMA in Egyptian EFL speaking classrooms.
520			_aنشاهد في مصر معظم المواد السمعية والبصرية، التي تقدم باللغات الأجنبية، ومع ذلك، لم يتم حل مشكلة استخدام الأفلام المترجمة داخل الفصول الدراسية حتى الآن. ولذلك، فهذه الدراسة محاولة لدراسة تأثير الأفلام ذات الترجمة باللغة الإنجليزية وكذا العربية، والتي بدون ترجمات، على فهم الاستماع ومهاراته الفرعية على المتعلمين المصريين للإنجليزية كلغة أجنبية وأظهرت نتائج تحليل البيانات لاختبارات فهم الاستماع تفوق مجموعة الترجمة على المجموعة التي بلا ترجمة أما مجموعة الترجمة العربية فكانت ذات أداء أفضل من مجموعة الترجمة الإنجليزية. بالنسبة لقسم اختبار الاستماع بالتويفل فقد أظهرت المقارنة بين ما قبل الاختبار وما بعد الاختبار لكل مجموعة من المجموعات الثلاث وجود فرقا كبيرا بكل مجموعة، بينما لم يكن ثمة فرق كبير بين المجموعات الثلاث.
530			_aIssued also as CD
546			_aText in English and abstract in Arabic & English.
650		7	_aEnglish Language and Literature _2qrmak
653		0	_aargumentation _acritical thinking _aEFL speaking
700	0		_aAmani Badawy _ethesis advisor.
700	0		_aRanda Anwar _ethesis advisor.
900			_b01-01-2023 _cRanda Anwar _cAmani Badawy _UCairo University _FFaculty of Arts _DDepartment of English Language and Literature
905			_aNourhan _eHuda
942			_2ddc _cTH _e21 _n0
999			_c167398