الفهرس 
Digital learningOnly 14 pages are availabe for public view
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Abstract
As a conscious attempt to break away from teacher-dominated and course books-oriented instruction, the present study tried to investigate the effectiveness of a proposed program based on digital tasks in developing EFL productive skills for secondary school students. Pre-post-test, non-equivalent control group design was used. Two intact classes were nominated at random from the first grade of co-secondary school students and assigned to an experimental group and a control group, 25 students in each group. The proposed program was implemented to the treatment group, whereas the non-treatment group received the regular instruction. The program consisted of two orientation sessions and nine modules that depended on the students’ digital tasks. Pre- and post-performance tests of speaking and writing skills were constructed and administered by the researcher. The data obtained from the pre- and posttests were statistically analyzed using the t- test and eta-squared. The results showed that the proposed program was effective in developing students’ overall speaking and writing skills as well as their sub-skills.