الفهرس 
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Abstract
presents a summary of study including the problem of the study, questions of the study, participants of the study, instruments and materials of the study, delamination of the study and findings of the study.
5.1. Summary of the research
The problem of the current research lies in the weakness of EFL productive skills among second year preparatory stage pupils in AL-Horria School, Menoufia Governorate. A pilot study was conducted to document that problem. The results of the pilot study revealed that, many of them were unable to fully comprehend EFL writing questions, identify or recall ideas, make inferences, or judge the value of a given text. This weakness may be due to different reasons such as unsuitable teaching and learning methods and approaches devoted to writing developments, insufficient time devoted to the aim, and inappropriate teaching and learning aids. That is why research attempted to investigate the effectiveness of using infographics to develop EFL productive skills among second year preparatory stage pupils.
Thirty pupils from second year preparatory stage pupils in AL-Horria School, Menoufia Governorate were the participants of this research those participants were chosen randomly. The researcher designed a checklist of EFL speaking and writing skills, a pre-post speaking and writing test, and scoring rubric to be used for the grading of the pupils’ answers. In addition, infographics program was proposed to be used in an EFL speaking and writing class. The data obtained were statistically analysed. Findings revealed that, using infographics program was effective in developing EFL productive skills.
5.2. Procedures of the study:
To conduct the present study, the following steps were taken:
1- Reviewing the literature and previous studies related to EFL productive skills.
2- Preparing the tools and materials of the study. The tools included a pre-post test to measure pupils’ EFL productive skills.
3- Submitting the pre-post-test to jury.
4- Modifying the pre-post-test validity and reliability according to jury’s opinion.
5- Selecting the participants of the study at random and putting them in one group (an experimental group).
6- Pre-testing the experimental group.
7- Conducting the experiment where the experimental group students were taught using infographics.
8- Post-testing the experimental group.
9- Treating data statistically and interpreting the results.
10- Providing recommendations and suggestions for further research.
5.3. Conclusion
Based on the findings and results of the study, it can be concluded that EFL productive skills of the participants of the present study were developed as a result of using infographics tools. The effectiveness of this treatment may be due to depending on some of the new technologies that have gained prominent importance recently.
In the light of the findings of the present study, the following conclusions can be imbedded: the study participants showed a great development in EFL writing skills with their main skills: content, accuracy, fluency, organization, mechanics skills and speaking skills with their main skills: accuracy, fluency and vocabulary use. They were in touch with each other and with the researcher through infographics. They become much more motivated and encouraged to be active classroom participants after writing, speaking and sharing on infographics, the rest of the class can edit, comment and evaluate them. So, it can be concluded that using infographics tools is effective in developing some EFL productive skills among prepatory students.
5.4. Recommendations of the study
Based on the results of the present study, the following recommendations are presented:
1. Teachers should be trained on the use of infographics.
2. Teachers should provide students with different topics to write on extensively, not only the topics they study in curriculum.
3. Infographics tools should be implemented in teaching EFL proudictive skills to students at the secondary stage.
4. Teacher should be turned from being teacher-centered to learner-centered in which learners become more involved in and responsible for their learning and become self-autonomous.
5. Teachers should provide students with varieties of enrichment activities of different levels to enhance students’ EFL productive skills.
6. School should be provided with access to the internet inside the classroom.
7. Teachers should train students enough in different types of infographics, for producing the language orally and in writing.
5.5. Suggestions for Further Research
The results of the present study point out the need for conducting the following research:
1. There is a need for studies on the effectiveness of infographics-based approach on developing language proficiency.
2. Investigating the effect of infographics tools on other languages skills such as reading and listening.
3. Investigating the effect of infographics tools on improving EFL productive skills among learners at educational levels: primary and secondary.
4. Comparing the effect of technology-based approaches versus traditional approaches to develop EFL productive skills.
5. Investigating the effect of using infographics-based approach to develop EFL listening comprehension skills.
6. Investigating the effectiveness of using infographics-based instruction on EFL skills and affective variables such as anxiety, self-efficiency engagement and motivation.
7. Using infograichs-based to develop EFL accuracy skills.
8. Investigating the effect of using infographics-based approach to develop EFL fluency skills.