The present study investigated the effect of using an e-program based on self-regulated learning (SRL) on developing EFL productive skills (speaking and writing) of second-year university students. The design of the study was the quasi-experimental method. The study sample consisted of 60 students selected from second-year students enrolled at the English section at Faculty of Education, Benha University in the academic year 2023/2024. The study sample was divided into an experimental group (N=30), who were taught using the e-program based on Zimmerman’s model, and a control group (N=30) who were taught using regular method in teaching productive skills (speaking and writing). The instruments of the study were: a pre and post EFL productive skill tests and a rubric for scoring them. The study was implemented in the first semester of the academic year 2023/2024. The results of the independent sample t-tests at a significance level (α ≤ 0.01) revealed statistically significant differences between the mean scores of the experimental and control groups in the post EFL productive skill test, in favor of the experimental group. The results confirmed the effectiveness of the e-program based on Zimmerman’s model for developing the EFL productive skills of second-year students enrolled at English section Faculty of Education.

The aim of the present study was to investigate the effectiveness of using mobile learning applications for developing EFL reading comprehension skills among Faculty of Education students. The participants of the study included 30 students enrolled at the English section at Faculty of Education, Benha University. The instruments of the study included a checklist of EFL reading comprehension skills required for second year students, an EFL reading comprehension test and a rubric for scoring the test. The study followed the one group pre-posttest design. The EFL reading comprehension skills test was administered to the participants at the beginning of instruction. After the experimental group was taught using mobile learning applications, the EFL reading comprehension skills test was administered again to the group. The results were statistically analyzed using t-test. The results of the study revealed that the EFL reading comprehension skills of the experimental group were developed as a result of using mobile applications except for two sub-skills: summarizing and identifying the point of view and opinion of the author. This confirmed that the mobile learning applications are effective in developing the EFL reading comprehension skills among EFL college students. It is recommended that mobile learning applications should be used in different educational stages for developing EFL reading comprehension skills.