الفهرس 
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Abstract
This chapter is a summary of the present study and the conclusions that the researcher has reached as a result of the analysis and discussion of the results. It also deals with the suggested recommendations and some suggestions for further research.
6.1. Summary
Listening has a great importance in foreign language classrooms. There are several reasons for this importance .By emphasizing the role of comprehensible input , Foreign language research has given a major boost to listening( Nunan,2002,238) . As Rost (2002; 24) points out, ”listening is the mental process of constructing meaning from spoken input ”.
Listening is a key skill in foreign languages and plays a major role in language acquisition. In past listening has received less attention than the other language skills. This may be due to the following reasons:
• Teachers do not provide enough opportunities for students to listen ;
• Listening has been less emphasized in English instructional program in Egypt compared with other skills as reading and writing;
• The English teacher does not use educational technology in creating enriched learning opportunities for students; and
• The teacher uses every skill in isolation, which makes it difficult for preparatory students to learn English language easily.
Consequently, As a result, so, it is essential to improve the listening skills of EFL prep students. The present study aimed at investigating the effectiveness of using a suggested CALL program of integrated skills to enhance the Prep stage students’ listening skills.
6.2. Findings of the study
Using the CALL, integrated skills program proved to be effective in developing students’ listening skills.
The research questions were answered and the research hypotheses were verified through the statistical analysis of the results.
The findings of the study can be summarized as follows:
• The CALL, integrated skills suggested program proved to be effective in developing the participants’ listening skills as a whole.
• The CALL, integrated skills suggested program proved to be effective in developing each single listening skill.
• The program was also effective in enhancing the participants’ motivation.
In light of the above mentioned findings, it can be concluded that the proposed program proved effective and the research hypotheses were verified.
6.3. Conclusions
Based on the theoretical background of the literature related to the study and the above findings, the following conclusions can be drawn:
• The suggested CALL program of integrated skills was effective in improving first year preparatory students’ listening skills as a whole.
• The suggested CALL program of integrated skills was also effective in enhancing each single listening skill.
• The suggested program was effective in enhancing the participants’ motivation
6.4. Recommendations:
In light of the present study results, the following recommendations are made:
6.4.1. Listening instruction should be given more attention in our EFL classes. More time and efforts should be exerted to develop main listening skill and its sub-skills.
6.4.2. Students and teachers should be aware of the listening skills necessary for students at each stage so that they can develop and evaluate these skills properly. In addition, students should be aware of the criteria according to which their listening is evaluated in order to work hard to meet these criteria.
6.4.3. Listening should receive appropriate attention in order to be developed at pre college levels especially at primary, preparatory and secondary stages. So teachers should take into consideration various relevant approaches when teaching listening.
6.4.4. Teachers should take into consideration students’ negative feelings toward listening hence they should use different ways to reduce these feelings
6.4.5. Students should become the center of the learning process and should share more responsibilities in their learning of listening skills.
6.4.6. Listening skills should be implemented in students’ school exams like the other skills.
6.4.7. Teachers learn more about various ways to integrate language skills in the classroom (e.g. content-based instruction).
6.4.8. Teachers should choose instructional materials, text books and technologies that promote the integration of listening, reading, speaking and writing.
6.5. Suggestions for further research:
In light of the present study results, the following recommendations are made:
6.5.1. While the present study provides support to the effectiveness of a suggested CALL program based on integrated approach in improving first year preparatory students’ listening skills, further research is needed to investigate similar approaches in developing students’ speaking, writing and reading skills.
6.5.2. It is beneficial to replicate this study with a large number of students and at different levels.
6.5.3. Researchers may investigate the effect of using computers as a teaching instrument in teaching English for different grade classes , and their effect on motivation and progress.
6.5.4. Studies of the effect of using computers as a teaching instrument in teaching other aspects of the English language are needed.
6.5.5. Researchers may conduct a study of the obstacles facing the use of computers in teaching English in Egyptian schools.