The current study aimed at developing some EFL Meaning-Form Relationship skills for second-year secondary school students through the use of Implicit FFI Techniques. The present study sample was (80) 2nd-year secondary school students at Nasr Abd Elghafore School, Menouf, Al–Menoufia Governorate during the second term of the school year 2020–2021, were assigned into two groups: experimental (40) and control (40). The study instruments were an EFL pre-post Meaning-Form Relationship test. Study Findings showed the effect of Implicit FFI Techniques in developing EFL Meaning-Form Relationship skills.
Awad Abu Shosha, Rasha. (2022). Utilizing Implicit FFI Techniques for Improving Meaning-Form Relationship among Secondary Students Stage. مجلة کلية التربية. بنها, 33(129), 1-29. doi: 10.21608/jfeb.2022.257067
MLA
Rasha Awad Abu Shosha. "Utilizing Implicit FFI Techniques for Improving Meaning-Form Relationship among Secondary Students Stage". مجلة کلية التربية. بنها, 33, 129, 2022, 1-29. doi: 10.21608/jfeb.2022.257067
HARVARD
Awad Abu Shosha, Rasha. (2022). 'Utilizing Implicit FFI Techniques for Improving Meaning-Form Relationship among Secondary Students Stage', مجلة کلية التربية. بنها, 33(129), pp. 1-29. doi: 10.21608/jfeb.2022.257067
VANCOUVER
Awad Abu Shosha, Rasha. Utilizing Implicit FFI Techniques for Improving Meaning-Form Relationship among Secondary Students Stage. مجلة کلية التربية. بنها, 2022; 33(129): 1-29. doi: 10.21608/jfeb.2022.257067
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