000			02932cam a2200349 a 4500
003			EG-GiCUC
005			20250223031449.0
008			160403s2015 ua ho f m 000 0 eng d
040			_aEG-GiCUC _beng _cEG-GiCUC
041	0		_aeng
049			_aDeposite
097			_aPh.D
099			_aCai01.23.01.Ph.D.2015.Ez.E
100	0		_aEzzat Rashad Omar Suleiman
245	1	4	_aThe effect of a proposed task-based learning program on developing English reading and writing skills for the first year Ssecondary school students / _cEzzat Rashad Omar Suleiman ; Supervised Ali Ahmed Madkour , Awatef Ali Sheir , Muhammad Muhammad Abdellatif
246	1	5	_aأثر برنامج قائم على التعليم عن طريق المهام فى تنمية مهارات القراءة والكتابة باللغة الانجليزية لدى طلاب الصف الاول الثانوى
260			_aCairo : _bEzzat Rashad Omar Suleiman , _c2015
300			_a203 P. : _bfacsimiles , photographs ; _c25cm
502			_aThesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods Teaching
520			_aThe objective of this study was to develop integrative reading and writing skills through a proposed program based on task-based learning. The participants of the study were 80 1st year secondary school students. The instruments of the study were; a checklist of reading and writing skills, a pre/post reading and writing test and a task-based reading and writing test. Statistically, there was a significant difference between the mean scores of the experimental group on the pre/ post test reading and writing test in favour of the post test at (0.01). There was also a significant difference between the mean scores of the control and experimental groups on the post reading and writing test in favour of the experimental group at (0.01). Moreover, there was a significant difference between the mean scores of the experimental group on the pre/post task-based test in favour of the post task-based test at (0.01). Finally, there was statistically significant difference between the mean scores of the post task- based test and the post reading and writing test in favour of the task-based test at (0.01).This means that the proposed program was effective in developing the experimental group students{u2019} integrative reading and writing skills. Based on the findings the researcher suggested some recommendations and ideas for further studies
530			_aIssued also as CD
653		4	_aEFL and Task-based learning
653		4	_aReading
653		4	_aWriting
700	0		_aAli Ahmed Madkour , _eSupervisor
700	0		_aAwatef Ali Sheir , _eSupervisor
700	0		_aMuhammad Muhammad Abdellatif , _eSupervisor
856			_uhttp://172.23.153.220/th.pdf
905			_aNazla _eRevisor
905			_aSoheir _eCataloger
942			_2ddc _cTH
999			_c55821 _d55821