الفهرس 
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Abstract
A Proposed Blended Learning Program for Developing Reflective Teaching Skills of EFL Prospective Teachers. This study attempted to explore the effectiveness of a proposed blended learning program in developing reflective teaching skills of EFL major student teachers at the Faculty of Education, Mansoura University. The instruments of the study included a Knowledge of EFL Teaching Skills Test (KEFLTST), a Reflective Teaching Assessment Observation Checklist, a Self-assessment Reflective Teaching Inventory, and a Reflection Journal. The study adopted the quasi-experimental design utilizing two groups; one was experimental and the other control comprising the sample of the study (n=67). Results of the study indicated that there was a statistically significant difference between the mean scores of student teachers of the experimental and control groups on the post-administration of the KEFLTST in favor of the experimental group. Further, there was a statistically significant difference between the mean scores of student teachers of the experimental and control groups on the post-administration of the Reflective Teaching Assessment Observation Checklist in favor of the experimental group. Moreover, there was a statistically significant difference between the levels of reflection of student teachers of the experimental group and those of the control one on the post-administration of the Self- assessment Reflective Inventory in favor of the experimental group. Finally, there was a statistically significant difference between the mean scores of student teachers of the experimental and control groups on the post-administration of the Reflection Journal in favor of the experimental group. This result means that the proposed program was effective in developing EFL prospective teachers’ reflective teaching and that improvement was gradual as a result of the training.