الفهرس 
Review of Literature and Related studiesOnly 14 pages are availabe for public view
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Abstract
The aim of this study is to investigate the effect of using a content-based instruction on developing some speaking skills for students of Tourism & Hotels students. The research hypotheses were verified through analyzing the data of the two groups pre and post test application. To do that, Statistical Package for Social Science (SPSS) was used. The researcher employed different statistic formulas such as T-Test, Enova Test and different statistics to assert her results. The following procurers were done to answer the questions of the study:-
The first question:
-To what extent do the second year students at The Higher Institute for Tourism & Hotels process English speaking skills?
To answer this question:-
1- The researcher applied a pre speaking test upon the research group to determine how far they are doing in English speaking skills.
2- The researcher conducted a questionnaire answered by the students themselves.
3- The researcher interviewed students, teachers and workers in the field of tourism & hotels.
The second question:-
What are the most appropriate English speaking skills required for 2nd year students at Tourism & Hotels Institutes?
To answer this question:-
The researcher designed a list of five English speaking skills necessary to 2nd year students of tourism and hotels institutes upon the following steps:-
1- Reviewing literature and previous studies in the field of speaking skills.
2- Conducting a questionnaire oriented to English instructors.
3- Consulting the jury members if these skills are suitable for 2nd year students of tourism and hotels institutes.
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It should be noted that each of the five skills is divided into micro sub skills that are more suitable for communication in tourism field.
The third question:-
What are the fundamentals of building up a suggested program for developing some English speaking skills for 2nd year students at The Higher Institute for Tourism & Hotels, (EGOTH), and Luxor.
To answer this question:-
1- Depending on the findings and results out of the two previous steps.
2- Reviewing literature and studies related to the Content- Based Instruction.
3- selecting different teaching material related to English speaking skills in general and communication skills in the field of tourism in special.
4- Introducing the program fundamentals to a jury of expert to modify them before being applied and to check its validity and reliability.
The fourth question:-
What is the effect of using the suggested Content Based Instruction program in developing some English speaking skills for 2nd year students of Tourism & Hotels Institutes.
To answer this question:-
1- The researcher designed the suggested program in the light of the previous modified fundamentals and being checked by the jury to verify its validity and reliability.
2- The researcher taught the proposed program to the experimental group only, then she applied the post test for both groups (the control group and the experimental one).
3- The researcher analyzed the results of the speaking post-test statistically and calculated the effect size.
The fifth question:-
What is the impact of the proposed program for the second year student, at The Higher Institute for Tourism & Hotels?
To answer this question:-
The researcher interviewed the students of the experimental group in order to investigate whether they liked the program or not. The students
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asserted that they enjoyed the program a lot; because they felt it was very interesting and helpful for them to develop their speaking skills and improve their English language.
5-2 - Findings
Through analyzing the results, it can be said that the main aim of this research has been achieved. As the 2rd year students’ speaking skill developed due to using the content – based instruction.
The significant differences of using the content – based instruction program on developing the second year students’ speaking skills were clear. It was (19.65) at the level of(0.01).
The five research questions were answered, as texts related to tourism & hotels were used in building the provided program. Also, an analytic speaking rubric that contains the necessary speaking skills appropriate for the second year students was presented; and a pre-post speaking test to measure the development in the students’ speaking skill was also provided.
Finally, the four research hypotheses were verified through the statistical analysis of the results. So, the findings of the research concluded that using a content-based program is very effective in developing the second year students’ English speaking skills.
5-3- Pedagogical Implications
In the light of the above. Findings and conclusions, the following Pedagogical Implications are presented:
1. Including content-based instruction as an effective approach in teaching English programs to enhance language skills.
2. Integrating language courses into content courses should be taken into consideration to save enough opportunities for learners to study language skills through context.
3. Teachers should be aware of their learners strategy use in order to assist less successful language learners to do better in addition, they should be able to plan and prepare activities that motivate learners to use new types of strategies.
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4. Learning should be student-centered rather than teacher centered. Teacher’s authority should be minimized to be a guide and a facilitator of the leaning process.
5. Student - teachers and teachers should be aware of the speaking skills necessary for students at each stage, so that, they can develop and evaluate these skills properly. In addition, student-teachers should be aware of the criteria to assess learners’ performance on speaking
6. Speaking instruction should be given more attention in our EFL classes. More time and effort should be exerted to develop these main skills and its subs-kills.
5-4- Recommendations:-
Based on the results of the current research, the following points may be recommended
Students should be aware of the importance of speaking skills.
Students should involve themselves with native speakers to acquire the language in a correct way.
Using content-based instruction in teaching English, especially in teaching speaking, should be put into consideration in EFL courses to adults.
A content- based program can be implemented to improve EFL students’ speaking.
Time should be given to students to practice the speaking skill in a non-threatening atmosphere.
The educational system should depend upon different techniques of assessing the speaking skill such as: using visual materials like pictures and diagrams, collaborative tasks, discussions, and interviews.
Provide students with a suitable content based instruction language learning.
Train teachers on developing and implementing the content based programs and assessment instruments.
The academic and professional preparation should put the market needs and requirements into consideration, in order to match these market needs with the educational goals and strategies.
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5-5 - Suggestions for further research
The researcher offers the following suggestions for further research:
- Evaluating English skills courses (Speaking, listening, Reading and Writing).
- Conducting other similar research to investigate the impact of using content- based instruction on the student’s performance in real life situations after graduation.
- Researchers may further explore the extensive areas of content-based instruction and the speaking skill for example they may attempt the following studies:-
A study that uses CBI in teaching EFL in the various educational stages to investigate the effectiveness of content-based instruction in developing students’ speaking skills.
A study to investigate the effectiveness of content-based instruction in developing the students’ other English skills (reading, writing and listening).
A study that uses content-based instruction in training the in-service English teachers to investigate the effectiveness of content-based instruction in developing their speaking skills.
Conclusion:
Based on the data analyzed and reported in chapter four, the following conclusions were drawn:
a) Applying the content based instruction produced positive results.
b) There is sufficient evidence about the-benefits- of content based instruction.
c) There is an evidence that the activities that depend on textbooks were used successfully to teach speaking.
d) The cyclic organization of the materials of these activities helped to reinforce the learning process.