Thesis (Ph.D.) - Cairo University - Faculty of Graduate Studies for Education - Department of Curriculum and Methods of Teaching

The present study aimed to investigate the effect of the proposed program based on social cognitive learning theory (especially, self-regulated learning strategies) on developing English effective teaching skills. The participants of the study were 65 fourth level student teachers majoring in English language at Hajjah College of Education. They were divided into two groups (33 experimental and 32 control). The data of the study were collected through the following three instruments: self-regulated learning strategies questionnaire (SRLS), the effective teaching skills test (ETST) and the effective teaching skills observation sheet (ETSOS). The current study followed the experimental-control group design. Then the collected data were analyzed using the Statistical Package for Social Sciences, SPSS, version 21. Findings of the study indicated that the proposed program was effective in developing the student teachers' effective teaching skills. Based on the results of the study, some recommendations were presented and further researches were suggested

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