الفهرس 
Chapter Iيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The research aimed at investigating the effect of a program based on data-driven learning for developing student teachers’ lexico-grammatical performance skills in EFL writing and their psychological flow. The participants of the study were sixty (60) second year general section student teachers’ in Damietta University, Faculty of Education, Egypt. The research adopted the quasi-experimental research design. So, there were two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used multiple instruments: a lexico-grammatical performance skills checklist, an EFL writing skills checklist, computer and internet skills questionnaire, pre-posttest of lexico-grammatical performance skills, EFL writing test and a psychological flow scale. The researcher taught the experimental group through a program based on DDL while the control group was taught through the regular method of teaching. The results of the research revealed that there was a statistically significant difference between the mean scores of the experimental group and the control group in the lexico-grammatical performance skills and EFL writing skills in addition to psychological flow in favor of the experimental group. The effect size of the program based on DDL was found to be high. The research recommends using a program-based on DDL as a technique in teaching EFL skills and as a training method in professional development programs of EFL teachers.