a program based on task analysis approach for developing linguistic performance of efl in-service teachers of the primary stage
This research investigates the impact of a program based on the task analysis approach in developing the linguistic performance of in-service EFL teachers of the primary stage. The study focuses on 30 teachers who were randomly selected from Ashmoun Edara, Al-menoufya governorate. The study employed quasi-experimental design in which one group (n=30). Instruments of the study were comprised of needs analysis, checklist, a pre-posttest, and a scoring rubric. The findings of the study revealed that the posttest and the post observation checklist scored significantly higher than those in the pretest and observation of the EFL in-service teachers of the primary stage. The results indicated a significant improvement in the teachers' linguistic performance, with notable advancements in their language proficiency and teaching efficacy. Consequently, this research contributes valuable insights for enhancing teacher performance and improving educational outcomes in primary stage EFL contexts. (Published abstract)