الفهرس 
Chapter One : The Problem and Its SignificanceOnly 14 pages are availabe for public view
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Abstract
This study attempted to investigate the effectiveness of a blended program based on pragmatics in developing pre-service teachers’ oral communication and presentation skills. Sixty six students enrolled in the first-year English major were randomly selected at the faculty of Education – Minia University. They were divided into two groups. The two groups were assigned to a treatment group and non-treatment group. The study adopted the quasi-experimental design. The treatment and non-treatment groups were exposed to pre-post means of collecting data; the listening test, the speaking test and an oral presentation test. The treatment group was instructed and trained in a blended program based on pragmatics which comprised both online and face-to-face sessions, while the non-treatment group followed the regular method of lecturing and modeling. The materials of the study included a blended program based on pragmatic, a teacher’s guide, and a students’ book. The instruments included a listening test, a speaking test, a speaking rubric and an oral presentation test. All the materials were judged by highly qualified TEFL experts. Analysis of the collected data indicated that the study subjects achieved significantly higher progress in their performance in the post administration of the listening test, the speaking test and the oral presentation skills test. Some recommendations and suggestion for further research were presented. It was concluded that the blended program based on pragmatics developed pre-service teachers’ oral communication and presentation skills.
Key words: blended program, pragmatics, oral communication, oral presentation.