Papers by Dr. Ahmed Abdelhafez
US-China Education Review, 2016
The current study aimed at investigating the effect of training undergraduate teaching English as... more The current study aimed at investigating the effect of training undergraduate teaching English as a foreign language (TEFL) students in interpreting conversational implicatures on developing their pragmatic competence and language proficiency. The instruments of the study included a test of pragmatic competence and a test of language proficiency. The findings of the study revealed the effect of explicit instruction in conversational implicatures on developing TEFL students' pragmatic competence and language proficiency. The findings also revealed a significant positive correlation at the level of 0.730 between the participants' pragmatic competence and language proficiency. The findings were discussed in light of previous literature and contextual factors and implications for English as foreign language (EFL) classroom pedagogy were highlighted.
The aim of the current study is to identity the relationship between EFL learners' self-efficacy ... more The aim of the current study is to identity the relationship between EFL learners' self-efficacy and identity and to identify gender differences and those related to nationality between the study subgroups. The sample consisted of 320 male and female EFL undergraduate university students at two state universities in Egypt and the Kingdom of Saudi Arabia. Two scales (the EFL self-efficacy and the EFL identity) were prepared by the researchers to collect quantitative data, which were analyzed using t-test and correlation coefficient. In addition, qualitative data was collected through in-depth semi-structured interviews with 12 of the participants. The findings of the study revealed a statistically-significant correlation between self-efficacy and identity of the study participants. Statistically-significant differences were also found between the study subgroups in all dimensions of identity (except the social dimension) favoring the female and Egyptian groups. Discussion and implications of the findings for language education are highlighted.
Journal of Research in Education and Psychology, 2018
The research aimed at exploring the impact of a business English course on enhancing university s... more The research aimed at exploring the impact of a business English course on enhancing university students" employability skills and test scores. The course was based on a learning-oriented assessment framework and was given to thirty students at Minia University. Three instruments: the BULATS online test, a learning outcomes questionnaire and student selfreports were used to collect quantitative and anecdotal evidence. The findings revealed that the course had a positive impact on enhancing the students" test scores as well as their employability skills. Eighty percent of the students moved from beginner and elementary levels of language proficiency to intermediate and advanced levels. In addition, the students enhanced their employability skills such as communication, teamwork, using technology, and personal attributes. These skills, in addition to language knowledge and skills, are considered essential in the 21 st century competitive market place. The findings were discussed in relation to the socio/cultural context and previous literature.
Journal of Research in Education and Psychology, 2021
The aim of the current study was to identify the effect of using hybrid peer-mentoring in the Cur... more The aim of the current study was to identify the effect of using hybrid peer-mentoring in the Curriculum course to develop EFL student teachers‖ curricular knowledge and digital literacy. The participants of the study were 68 fourth year EFL student teachers at the Faculty of Education, Minia University. The quasi-experimental design was adopted with one group serving as the treatment group while the other serving as the non-treatment group. They participated in the field study which took place in the first term of the academic year 2020/2021. Three instruments were used to collect quantitative data to measure the effect of hybrid peer-mentoring training: a curricular knowledge test, a digital literacy test, and a digital literacy questionnaire. In addition, selfreports provided qualitative evidence to support the data from the tests and questionnaire. The findings of the study revealed statisticallysignificant differences due to the training favoring the treatment group in the post-tests of curricular knowledge and digital literacy as well as the digital literacy questionnaire. The qualitative results were in alignment with the quantitative evidence and shed more light on the value of
Academia Letters, 2021
In this article, technological fixes of teacher education and professional development during the... more In this article, technological fixes of teacher education and professional development during the COVID-19 pandemic are discussed. Four areas are addressed: providing remote teaching support, strategies for adapting to change, alternative practicum experiences, and supporting education for early childhood. The article serves as a summary and review of some of the most recent literature. Providing remote teaching support During the COVID-19 pandemic, four strategies proved effective in providing remote teaching support. They included virtual professional learning, video conferencing, global webinars, and safe texting. In addition, the Michigan experience for supporting educators through the transition to online learning was found productive. Virtual professional learning. As a result of the COVID-19 pandemic, teachers were forced to move from face-to-face classroom instruction to designing and developing virtual learning. Hulon et al. (2020) used The Technological Knowledge, Pedagogical Knowledge, and Content Knowledge (TPACK) framework (Koehler & Mishra, 2005) to serve as the rationale for supporting in-service teachers in virtual professional learning sessions by providing digital training. The sessions focused on pedagogy for virtual learning as well as specific technologies to support students. Hulon et al. (2020) found that the teachers wanted convenient, flexible, and relevant virtual options; professional learning in instructional design principles; and virtual options with multiple entry points and various levels of expertise.
The aim of the study was to identify the effect of a blended-learning course in EFL teaching on d... more The aim of the study was to identify the effect of a blended-learning course in EFL teaching on developing student teachers' technological pedagogical content knowledge (TPCK) and motivation. The sample of the study consisted of seventy-four EFL third year student teachers at the Faculty of Education, Minia University. The participants were divided into two groups, thirty seven for each group. The quasi-experimental research design was followed with one of the two groups as an experimental group and the other as a control one. A technological pedagogical content knowledge (TPCK) test and a motivation scale were designed by the researcher and used to collect data after checking the validity and reliability of the two measurement instruments. The findings of the study revealed a statistically-significant difference at the level of (0.01) between means of scores of the experimental and control groups in the post-test of both the technological pedagogical content knowledge (TPCK) test and the motivation scale in favor of the experimental group. The findings were discussed in light of the previous literature highlighting the role of blended learning in developing the technological pedagogical content knowledge (TPCK) and motivation of the student teachers. Recommendations of the study included the need for reconsidering the structure of the EFL teacher preparation program to focus on the technological preparation of the EFL student teacher and to support the provision of blended learning courses at both individual and institutional levels.
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Papers by Dr. Ahmed Abdelhafez