https://repository.sustech.edu/handle/123456789/17035 Wed, 08 Apr 2026 11:32:27 GMT 2026-04-08T11:32:27Z https://repository.sustech.edu/handle/123456789/17107 Using Mind Map inProgrammed Learning of Literary Text:Shakespeare's "Merchant of Venice" Almaroof, Ethar Riyadh Abdullah; Babikir, Abdelmoneium Hussein The scientific paper hypothesizes that, the use of mind map technique as a strategy in teaching literary texts in the secondary schools, is better than the use of the traditional teaching method. Therefore, the paper aimed to verify the effectiveness of applying educational technology, through the use of Mind Map strategy, according to the technique of programmed learning, compared with the use of the traditional teaching method. The experimental method was used, where three lessons of the English literary text "Merchant of Venice" were designed, according to the technique of Mind Map strategy, in order to facilitate understanding literary text; also two Standardized tests pre and post were designed. The scientific papers population was the second grade-girls students in secondary school in Bahri district. The researcher has chosen second level in Bahri model school for girls as a sample for the scientific paper. The scientific paper Sample was randomly divided into two equal groups, control and experimental group. To ensure equality of the two groups, a standardized pretest applied. The statistical treatment proved the equality of the two groups. The control group; was taught with the traditional teaching method, while the experimental group was taught with the technique of mind map strategy. To verify which of the two methods is best in teaching the literary text in English language curriculum, both groups were subjected to a standardized post test. The scientific paper used the t-test in SPSS statistical software to deal with the two groups degrees in the post test in a statistically way. The scientific paper results confirmed that, the use of mind map strategy in teaching literary text of English language curriculum is better than the use the traditional teaching method, because it is more effective in: 1. Helping students to remember the names of the characters in the literary text. 2. Increasing the students motivation and their interest, which leads them to understand the characters role in the literary text 3. Helping the students to follow the details, and the events of the literary text in a clear enjoyable way. The scientific paper, , recommended the necessity to encourage using the mind map in teaching English literary texts, and urged the teachers to use the technique of Mind Map strategy in teaching literary texts of English language curriculum for secondary school students. article Fri, 01 Jan 2016 00:00:00 GMT https://repository.sustech.edu/handle/123456789/17107 2016-01-01T00:00:00Z https://repository.sustech.edu/handle/123456789/17108 Difficulties and Problems that face Sudanese EFL learners Students in learning English Collocations Mohamed, Gamal El-din Hussein; Eltayeb, Mohamed The aim of this study is to investigate, identify and analyze difficulties facing Sudanese students in learning English collocations. The sample of the study involved eighty secondary school students. The researcher adapted a multiple choice test for students. The test was meant to evaluate the performance of Sudanese EFL Learners on both lexical and grammatical collocations which proposed by Benson, Benson, &Ilson (1997). The findings confirmed that Sudanese Learners face difficulties with English collocations. With regard to the poor result of lexical and grammatical collocations as well as various strategies, negative transfer ,synonymy and overgeneralization that students resorted to. The study provides some recommendations to tackle these problems and enhance the processes of teaching and learning English collocations in Sudan. article Fri, 01 Jan 2016 00:00:00 GMT https://repository.sustech.edu/handle/123456789/17108 2016-01-01T00:00:00Z https://repository.sustech.edu/handle/123456789/17109 The effect of Vocabulary Knowledge Depth on Reading Comprehension of Sudanese EFL Learners Gardia, Abulgassim Mohammed; Ahmed, Mahmood Ali This study aims to investigate the effect of depth of vocabulary knowledge in reading comprehension performance of EFL learners. The study also tries to find out whether gender has any effect on learners reading comprehension. The participants of the study were 103 third-year students majoring in English at university of Nyala and Comboni college of science and Technology. To collect the relevant data, two tests measuring vocabulary depth and reading comprehension were administered to the participants. The results obtained from the data analysis have not indicated any significant effect of vocabulary depth in EFL learners reading comprehension ability. The study has also come out that there was no significant difference in performance of males and females participants in vocabulary test and consequently there was no difference in their reading comprehension ability. Vocabulary knowledge has no statistically significant effect in predicting reading comprehension proficiency of the participants. Based on these findings, a number of suggestions and recommendations are put forward. article Fri, 01 Jan 2016 00:00:00 GMT https://repository.sustech.edu/handle/123456789/17109 2016-01-01T00:00:00Z https://repository.sustech.edu/handle/123456789/17110 Using the Technique of Pair work and Group work teaching to enhance Secondary School Students Motivation in Oral Communication in the Classroom Abdallah , Abdallah Yaseen; Adam , Omar El.Farug This paper aims to investigate the technique of pair work and group work teaching to enhance secondary school students motivation in classroom oral communication. This technique was neglected in teaching English as foreign language in secondary schools. Two separated questionnaires were designed for both teachers and students of secondary level in Nyala locality to investigate their attitudes and opinions about the technique of pair work and group work application into the classroom. 25 English language teachers were chosen in addition 50 students participated in the investigation. The results revealed that pair work and group work technique has a positive role in enhancing students motivation in oral communication regarding the students participation and the spirit of emulation among them in the classroom. It is recommended that teachers should adopt the technique of teaching pair work and group work in the classrooms for promoting students oral skill in secondary level. article Fri, 01 Jan 2016 00:00:00 GMT https://repository.sustech.edu/handle/123456789/17110 2016-01-01T00:00:00Z