الفهرس 
back ground and problemOnly 14 pages are availabe for public view
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Abstract
The present study investigated the effectiveness of a proposed action learning program to develop EFL prospective teachers’ classroom management. The problem of this study was identified in EFL prospective teachers’ lack of knowledge and poor mastery of classroom management skills in their practicum. The study adopted the mixed method research approach using the concurrent triangulation design. The subjects of this study were (36) participants who were selected at random from fourth-year prospective teachers (General Education) at Faculty of Education, Port Said university. Participants were assigned to an experimental group (N=16) and a control group (N=20). Observation rating scale, scenario-based test, and semi-structured interview were designed and administered as study instruments for collecting data. The results of the study showed that there were statistically significant differences at 0.01 level between the mean ranks of the control and experimental groups’ scores on the post-assessment in favor of the experimental group in overall classroom management skills as well as in each sub skill separately. The findings of the present study revealed that a program based on action learning had a positive impact on developing English language classroom management skills among prospective teachers.