الفهرس 
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Abstract
The aim of this case study was to design a program based on connectivism for creating personal learning environments (PLEs) to develop EFL prospective teachers’ instructional performance. To achieve this aim, the researcher designed two instruments; namely, a) an assessment form for EFL prospective teachers’ lesson planning competencies, and b) an observation checklist for EFL prospective teachers’ lesson implementation competencies. The researcher then designed the study’s suggested program. A group of 7 prospective teachers enrolled in the 2nd year, general education, English Department, Faculty of Education, Ain Shams University (2019-2020) participated in the study. They were trained through the suggested program’s tasks on creating PLEs, designing lesson plans, and conducting lesson presentations in light of the connections within their PLEs. Data sources included documentation, observation, interviews, and physical artifacts in addition to the quantitative data concluded via administration of the instruments. The participants’ scores on the pre and post-administration of the study’s instruments were statistically analyzed using z-test. In addition, a qualitative analysis of each participant regarding their PLEs, personal learning portfolios (PLPs), and personal learning networks (PLNs) was conducted. Both the quantitative and the qualitative results revealed that connectivism-based PLEs were effective in developing EFL prospective teachers’ instructional performance.
Keywords: Connectivism, personal learning environments (PLEs), personal learning networks (PLNs), personal learning portfolios (PLPs), EFL instructional performance, EFL prospective teachers