الفهرس 
Chapter One:The Problem and Its contextOnly 14 pages are availabe for public view
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Abstract
This chapter presents the summary of the current study (the purpose of the study, the participants, the design, the tools and instructional materials, the procedures and the results of the study). In addition, it presents its conclusion, recommendations and suggestions for further research.
5.1. Summary:
This summary tackles the study purpose, hypothesis, participants, design, variables, tools, materials and design.
5.1.1. Purpose of the Study:
The current study aimed at developing some listening comprehension and speaking skills among fifth year primary school pupils by using music lyrics multimedia-based program.
5.1.2. Participants of the study:
The participants of this study were 62 fifth year primary school pupils, Kafer Houreen primary school, Berket El sabaa Directorate. They were chosen randomly.
5.1.3. Design of the Study:
The researcher used the descriptive method for reviewing literature and related studies. She also used a quasi-experimental design. The experimental and control groups were tested before concluding the experiment. Pupils of the experimental group received training through music lyrics multimedia – based program; while pupils in the control group received regular instruction. At the end of the experiment, the control and experimental groups were post-tested.
5.1.4. Instruments and Instructional Materials of the study:
The researcher prepared and administrated the following:
Observational checklist for determination listening comprehension and speaking skills.
Test (pre/ post) for listening comprehension skill.
Test (pre/ post) for speaking skill.
Music lyrics multimedia based program for developing listening comprehension and speaking skills
5.1.5. Procedures of the Study:
1- Reviewing the previous literature and studies of using multimedia in general and its use in developing listening comprehension and speaking skills.
2- Preparing the instruments of the study:
a) Preparing a list of listening comprehension skills.
b) Preparing a list of speaking skills
c) Preparing achievement tests of the skill.
3- Preparing and designing the music lyrics multimedia based program which will be implemented on the experimental group.
4- Presenting the tests and the program to a jury to validate them. The reliability of the test will be computed statistically.
5- Choosing the sample and dividing it randomly into two groups: experimental and control.
6- Pre-testing the listening comprehension and speaking skills of the sample of the study.
7- Experimental treatment using the multimedia program with the sample of the study.
8- Post-testing of the listening comprehension and speaking skills of the sample of the study.
9- Analyzing data statistically and interpreting the results.
10- Presenting recommendation and suggestions.
5.1.6. Results of the study:
1- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in listening comprehension skills in favor of experimental group
2- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in phonology in favor of experimental group.
3- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in using grammatical structure and forms favor of experimental group.
4- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in using vocabulary and overall comprehension favor of experimental group.
5- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in speaking in favor of experimental group
6- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in fluency in favor of experimental group.
7- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in accuracy in favor of experimental group.
8- There were statistically significant differences between the post tests mean scores of the experimental and the control groups in conversation in favor of the experimental group.
5.2. Conclusion:
The current study was designed to develop EFL listening comprehension and speaking skills of fifth year primary school pupils by using music lyrics multimedia- based program. The researcher designed listening comprehension and speaking tests, administrated before the experimentation, whose results revealed weakness in the pupils’ listening comprehension and speaking skills. A music lyrics multimedia-based program was designed and taught by the researcher for the experimental group while the control group was taught with regular instruction. Administering the listening comprehension and speaking tests after the experimentation revealed a noticed development in the experimental group’s listening comprehension and speaking skills. Pupils’ responses revealed a strong positive attitude towards the music lyrics multimedia-based program. It was concluded that the music lyrics multimedia-based program is effective in developing the EFL listening comprehension and speaking skills of the fifth year primary school pupils.
5.3. Recommendations:
Based on the results of the present study, the following recommendations are suggested:
1- The proposed treatment in the present study can be adopted for teaching listening comprehension and speaking skills at other learning stages taking into consideration the learners’ age, needs and levels.
2- More attention should be paid to teach listening comprehension and speaking skills, not to test them.
3- More time and effort should be devoted to developing listening comprehension and speaking skills.
4- Appropriate listening and speaking conditions and an interactive environment should be provided to pupils by their teachers.
5- Immediate positive feedback throughout the listening and speaking processes is recommended.
6- More listening and speaking activities should be included in school textbooks.
7- Listening comprehension and speaking skills should be evaluated as other skills are.
8- Enriching the Egyptian curriculum with various multimedia based materials which tackle the different skills of English language.
9- Providing schools with all effective facilities and teaching aids such as, LCD, papers, copy machines, pictures, video and all kinds of board. These aids help teachers to activate and employ multimedia programs and other effective techniques.
10- Using songs or music as an attractive method for teaching English skills.
5.4. Suggestions for further research:
The following suggestions are presented to be considered for further research:
1- The effect of music lyrics multimedia based program on developing the pupils’ listening comprehension and speaking skills at different stages
2- The effect of music lyrics multimedia based program on developing vocabulary.
3- The effect of music lyrics multimedia based program on developing pronunciation.
4- The effect of music lyrics multimedia based program on the development of self-learning.