الفهرس 
The Problem and its significanceOnly 14 pages are availabe for public view
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Abstract
The present study was conducted to investigate the effect of using a blended e-learning program based on case study in teaching on developing personal teaching efficacy, language proficiency, and creative thinking of third year English majors at Faculty of Education. Fifty nine students of third year English majors were randomly assigned to two groups: a treatment group consisting of thirty students and the non-treatment group consisting of twenty nine students. The treatment group was taught using the Blended e-learning program based on case study in teaching, whereas the non-treatment group was taught the same content in ”teaching methods and curriculum” course through conventional methods of teaching. The tools of the study included a Blended e-Learning program based on case study in teaching, a pre-post test of the language proficiency, a pre post test of creative thinking. Equality between the two groups was ensured by using t-value to analyze differences between the two groups on the control variables (Age- language proficiency-l years of studying English). The present study followed a quasi experimental research design (a pre post control group design) . The treatment group and the non-treatment group were exposed to pre-post means of getting data. The treatment lasted for one academic semester, six hours a week. It started in the third week of February, the sixteenth of April till the fourth week of April. Analysis of data obtained using (t-test Pearson Correlation- Eta Squared ) showed that participants of the treatment group achieved a higher degree of improvement than the non-treatment one on the post test of personal teaching efficacy skills, on the post test of language proficiency skills, and on the post test of creative thinking skills.