This study aimed to improve the creative writing skills of English language student teachers in the Faculty of Education at Assiut University through a program grounded in the writing circle strategy. A quasi-pre post experimental design was used, involving a single group of thirty 4th-year students. To assess their creative writing skills— specifically in fluency, originality, elaboration, and flexibility—a creative writing test and scoring rubric were developed and administered. The findings showed a statistically significant improvement at the 0.01 level in the students’ post-test scores compared to their pre-test scores in creative writing skills, demonstrating the program’s effectiveness. The study also discusses the implications of the results and offers recommendations for future research and practice. 

Key words: Writing circles, Creative writing skills, English Language student teachers .

Abstract:

objectives: To improve the attention components: Alertness, Vigilance, and Executive control in students with hearing loss using a game-based brain training program. In additions, to determine the brain regions activation during performing attention tasks after the training program. 

Participants: 22 male students with hearing loss (40-70 db) aged between (14-18 years; m=16.8, SD=1.1) agreed to participate in the psychological study. Only 5 students agreed to perform the Functional Magnetic Resonance Imaging (fMRI) study. 

Measurements: Attention Network Test (ANT): a computerized test for measuring attention Components: Alertness, Vigilance, and Executive control. A computerized brain training game (Brain Challenge): includes: logic, math memory, visual and focus sub-tasks. Functional Magnetic Resonance Imaging (fMRI): to determine the activation of brain regions during performing attention test before and after training.

Results: There is a statistically significant difference in alertness, vigilance and executive control between pre and posttest on ANT for posttest (p=0.005). Brain regions related to alert, vigilance and executive control were more active during posttest rather than pretest. Brain regions (i.e.: superior temporal sulcus (STS) inferior frontal gyrus, premotor cortex, and inferior parietal lobule) activated more obviously on ANT posttest compared to pretest.

Conclusion: The more engagement on tasks depending on brain training, the better performance on cognitive aspects. The brain regions that are included on training tasks would be activated during performing the developed cognitive aspects. 

Key words: Brain training, Alertness, vigilance, Executive control, Attention Network Test, Hearing loss.