الفهرس 
قائمة المحتوياتيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The aim of this investigate was to study the effect of the variation of patterns of support in an adaptive learning environment on developing the skills of self-regulation and speaking English of secondary stage students. The research problem, its importance, its hypotheses, methodology, tools and steps were presented. The theoretical foundations of the research were presented in four axes. First: An adaptive learning environment based on electronic performance support patterns to develop the skills of self- regulation and speaking in English. The second axis: the patterns of e-performance support (intrinsic -external- extrinsic). The third axis: the educational design of an adaptive learning environment based on electronic performance support patterns to develop the skills of self- regulation and speaking in English. The fourth axis: self-regulation and English speaking skills. The researcher used the descriptive research method and quasi-experimental design, through the application of a proposed illustration scheme by the researcher. The research procedures also included the selection of a sample of (90) students from the second-grade secondary school in Tami Al-Amdeed secondary school. The sample was divided into three groups with pre and post measurement. The intrinsic e-performance support was applied to the first group, while the external e-performance support was applied to the second experimental group and the extrinsic e-performance pattern was applied to the third group. The measurement tools were the speaking test and the self-regulation skills scale. The appropriate statistical processing methods were applied using the (SPSS V22) program. The one-way contrast analysis test was used to determine the significance of the differences between the averages of the three groups and their equivalence calculation . The study found that there were statistically significant differences at the level of significance (0.05) between the average scores of the students of the three experimental groups in the post-application of the English language test in favor of the first group using the intrinsic support pattern, and also found statistically significant differences (0.05) between the average scores of the students of the three experimental groups in the post-application of the self-regulation skills scale in favor of the first group using the intrinsic electronic performance support pattern.