الفهرس 
STUDY PROBLEM AND ITS CONTEXTOnly 14 pages are availabe for public view
 |  | from | 457 |  |  |
| | | from | 457 | | |
Abstract
The current study aimed at investigating the effectiveness of a differentiated instruction-based program (henceforth DIBP) in developing the EFL preparatory stage students’ speaking skills. The study adopted an experimental design which is known as (a two group pretest-posttest design). The participants of the study were 80 of first preparatory graders representing two classes from El-Shaheed Masoud Ali Behiry Preparatory School for Girls in Zagazig city. They were randomly drawn and assigned into two groups. One class served as the experimental group (N=40) that was taught using the differentiated instruction-based program; whereas the other class served as the control group (N=40) that received regular instruction. The experiment lasted for six weeks. The instrument of the study was an EFL speaking test which was used as a pre-post test and also a differentiation tool. It was prepared on the basis of the EFL speaking skills that were agreed on by the jury, then its validity and reliability were computed. Moreover, an EFL speaking skills rubric was constructed to assess the participants’ performance on the test. Accordingly, they were classified into three homogenous levels of speaking proficiency within each group before conducting the experiment. Results of the study indicated that there was a statistically significant difference between the mean scores of the experimental group and that of the control group with three levels of speaking proficiency for both groups in their performance on the post-administration of the EFL speaking test as a whole and its dimensions in favor of the experimental group. Therefore, it was concluded that the DIBP was effective in developing the EFL first preparatory graders’ speaking skills and its components.