الفهرس 
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Abstract
The present study aimed at investigating the impact of an experimental treatment based on action research projects on developing student teachers’ EFL teaching knowledge and performance. Five main domains were addressed in the present study; they were planning, learner activities, presentation, classroom management, and evaluation. The study adopted the quasi experimental design using forty 4th year English major student teachers as the study participants. They were divided into two groups: an experimental and a control group. Instruments designed and used in the present study were: 1) a pre-post achievement test for evaluating student teachers’ EFL teaching knowledge, 2) a pre-post observation checklist for evaluating student teachers’ EFL teaching performance, and 3) a rubric for evaluating the experimental group participants Action Research Based Projects Reports. Results of the study revealed that there were statistically significant differences between the control and experimental groups on both achievement and performance in favor of the experimental group. In addition, the experimental group Action Research Based Projects reports supported these results. Accordingly, it was concluded that the proposed treatment based on Action Research Projects developed student teachers’ EFL teaching knowledge and performance. A number of recommendations and suggestions for further research were presented.